Transcript Understanding HERA Presentation

Understanding HERA
feedback and appeals
Aims of today’s session
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to provide a general update on the assimilation of support staff to the
new grading structure
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to clarify the role that the HERA job evaluation scheme has played in
moving your role to the new grading structure
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to explain how HERA works
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to explain the process by which an assimilation outcome can be
appealed
General update
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all support staff will move to the new grading structure with effect
from May 1, 2008
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outcomes are based on the results of a matching exercise which has
assessed the demands of all support staff roles using HERA
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individual letters to be sent out in the week of March 10 (will be
distributed via Heads of School and Office)
Information provided to individuals
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confirmation of relevant role or job title
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HERA point score achieved through matching
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grade to which that score equates and the range of HERA points for
that grade
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copy of the new grading structure which shows how previous grades
relate to it
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how to access the appeals procedure (this is the same for academic
and support staff)
Expected outcomes
of support staff matching
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approximately 550 staff will see no immediate change to their pay or
grading
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around 70 individuals will be affected by “red-circling”, ie their current
grade or pay will be higher than the maximum point of their assigned
grade
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approximately 250 staff will be “green-circled” and will move to a
higher spine point in their assigned grade
Example
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an Administrator, currently on spine point 20 in MG11, is advised that
her HERA score is 260 points
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260 points is within the range for SG5 (all roles which scored between
240 -284 HERA points)
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her current salary spine point is already within the SG5 range
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outcome – no change to pay and grading; progress by annual
increments to grade maximum
Higher Education Role Analysis
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a job evaluation scheme designed for the HE sector which aims to
cover all roles in Higher Education
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the elements or factors of the scheme reflect the activities and
demands that are important in jobs in HE
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HERA was extensively trialled and tested and has been used by the
majority of HEI’s in developing new pay and grading structures
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the scheme was developed by leading pay and grading consultants,
Towers Perrin and Trades Unions were involved throughout
Why develop HERA?
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there was a proliferation of pay rates and bargaining units in Higher
Education
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jobs were constantly changing and new jobs were being created
which did not fit old grading structures
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equal pay legislation had brought the concept of equal pay for work
of equal value and increased the number of equal pay claims. This
has helped motivate employers to review the way they pay their staff
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there was a desire to create a job evaluation scheme which was
designed specifically for the HE sector
The HERA scheme
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14 elements or factors
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50 questions that have to be scored for each role profiled
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a theoretical maximum of 1,000 points and a theoretical minimum of
about 150
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examples provided by individuals are coded by trained role analysts,
then fed into a computerised scoring system which calculates a total
role score
The 14 elements of HERA
communication
analysis and research
teamwork and motivation
sensory and physical demands
liaison and networking
work environment
service delivery
pastoral care and welfare
decision making
team development
planning and organising resources
teaching and learning support
initiative and problem solving
knowledge and experience
Appeals process
I.
request a copy of your individual role profile
II.
talk to your line manager or Head of School/Office
three stage formal appeal process
III.
complete a Grading Appeal Registration form (by Friday April 11,
2008)
IV.
have your role individually assessed and scored – requires the
completion of a HERA Written Record (within two weeks)
V.
(if still dissatisfied) submit request for consideration by an Appeals
Panel
Appeal outcomes – stage IV
•
role score increases and now falls into the points range for a different
grade – job is re-graded
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role score increases but within the same range – job stays the same
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(theoretically) role score decreases …
The HERA Written Record
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records evidence of the requirements of your role
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provides questions to draw out evidence of what is required in any
given role
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offers prompts to help organise examples under each element
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gives the opportunity to record any evidence you feel is relevant – but
remember that two or three examples under any one heading
normally suffice
Note: if you’re not sure what to include, please ask your line manager.
Trades Unions can also offer support to members
On completion
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sign and return the Written Record to the HERA team in the Personnel
Department. They will arrange for the evidence you have provided to
be confirmed with your manager or someone who knows your role
well and who has the necessary authority. This person is the verifier
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if there is any difference of opinion about the evidence, you will be
notified. If agreement cannot be reached, both your version and the
verifier’s version will be passed to a trained role analyst for scoring
The 14 elements of HERA
communication
analysis and research
teamwork and motivation
sensory and physical demands
liaison and networking
work environment
service delivery
pastoral care and welfare
decision making
team development
planning and organising resources
teaching and learning support
initiative and problem solving
knowledge and experience
Oral communication
questions
Covers 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; explaining complex or detailed specialist
information
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Do you receive, understand and convey:
straightforward information in a clear and accurate manner?
2
information which needs careful explanation or interpretation to help
others understand, taking into account what to communicate and
how best to convey the information to others?
3
complex conceptual ideas or complex information which may be
highly detailed, technical or specialist?
Oral communication
Prompts
who do you talk to as part of your role?
what do you talk about?
why do you need to exchange this information?
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Examples
giving directions
handling routine telephone enquiries
replying to simple requests for information
passing on messages
explaining procedures, regulations or course entry requirements
persuading colleagues to adopt a viewpoint
explaining the results of a research project to students or nonspecialists in the subject area (for example in a lecture)
explaining new legal requirements and their implications to
colleagues
Written or
electronic communication
questions
Covers communication through written, electronic or visual means 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
4
Do you receive, understand and convey:
straightforward information in a clear and accurate manner?
5
information which needs careful explanation or interpretation to help
others understand, taking into account what to communicate and how
best to convey the information to others?
6
complex conceptual ideas or complex information which may be highly
detailed, technical or specialist?
Written or
electronic communication
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Prompts
who do you write to?
what do you write about?
why do you need to send this information?
Examples
correspondence including e-mails
confirming appointments, course or meeting dates
writing a set of instructions
writing a case for a bid for funds
writing brochures or advertising material
writing minutes of meetings
drafting user and training manuals for equipment or systems
writing explanations of complex systems, regulations or procedures
preparing technical specifications for complex contracts such as new
buildings, service specifications or capital equipment
Understanding HERA
feedback and appeals
Teamwork & motivation
questions
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
7
Are you required to:
participate in and deliver your contribution to a team?
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be supportive and encouraging of others in a team;
help to build co-operation by setting an example and showing a flexible
approach to delivering team results;
contribute to building team morale as an active participant in the team?
9
clarify the requirements; agree clear task objectives; questions
organise and delegate work fairly according to individual abilities;
help the team focus their efforts on the task in hand and motivate individual
team members?
Teamwork & motivation
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questions
Are you required to:
form and communicate a clear vision of what is to be achieved
overall by a team;
encourage individuals to contribute to this common goal to the best
of their ability;
create a sense of unity and common purpose?
understand and manage the inter-relationship between different
teams and their impact on the overall aims of the institution;
help to break down barriers between teams;
build beneficial working relationships across the teams?
Liaison & networking
questions
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
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Are you required to:
carry out standard day to day liaison using existing procedures?
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participate in networks within the institution or externally?
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initiate, build or lead internal networks; maintain relationships over
time; establish communication channels for self or others
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initiate, develop or lead networks which are external to the
institution?
Liaison & networking
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Prompts
who do you liaise with and why?
what information are you typically passing on or receiving?
what networks do you belong to and why?
what is the purpose of the network and what is your role in the
network?
are you influencing developments through your contacts?
are you building a reputation for the institution?
are you bringing some benefit to the whole institution?
Service delivery questions
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
16
Are you required to:
deal with internal or external contacts who ask for service or require
information?
create a positive image of the institution by being responsive and
prompt in responding to requests and referring the user to the right
person if necessary?
Is contact usually initiated by the customer and does it typically
involve routine tasks with set standards or procedures?
Service delivery questions
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Are you required to:
deal with internal or external contacts where the service is usually
initiated by you, working within the institution's overall procedures or
policies;
and/or
understand and explore customers’ needs; adapt the service
accordingly to ensure the usefulness or appropriateness and quality
of service (content, accuracy, level of information, cost)?
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set the overall standards for service across a function or area of the
institution;
monitor service levels;
pre-empt changes in customers’ needs and anticipate future
requirements;
maintain overall quality balancing different demands;
ensure others have the support they need to provide quality service
and fulfil their role?
Service delivery
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Prompts
what service do you provide and to whom?
do you usually actively offer the service or do your customers come to
you?
how do you find out what the service user wants?
who sets the overall standards and decides which services will be
offered?
Decision making
questions
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
Are you required to:
19 take independent decisions?
20 be party to some collaborative decisions;
work with others to reach an optimal conclusion?
21 provide advice or input to contribute to the decision making of others?
Decision-making
Prompts
Decision-making is split into three types: independent, collaborative
and advice-giving, and to decide where decisions fall, you may need to
ask:
- what authority do you have to make decisions without the agreement
of others?
- how do you take typical decisions and what are the results of making
them?
- who else is involved in making your decisions and what is their
contribution?
- who or what do they impact and over what timescale?
- do you help others make decisions for which you have no
responsibility?
Planning & organising resources
questions
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
Are you required to:
22 complete tasks to a given plan, with allocated resources?
23 plan, prioritise and organise your own work or resources to achieve agreed
objectives?
24 plan, prioritise and organise the work or resources of self and others within
own area on a daily, weekly or monthly basis;
plan and manage small projects, ensuring the effective use of resources;
receive information from and provide information to others to complete your
planning; monitor progress against the plan?
Planning & organising resources
questions
Are you required to:
25 take responsibility for the operational planning and organisation of
larger projects or an area of work;
co-ordinate a number of teams or projects on a monthly, quarterly or
annual basis;
set performance standards and establish monitoring procedures to
keep track of progress across these different aspects of work;
provide input to longer term planning?
26 carry out planning on a long-term or strategic basis that will affect
large parts of the institution and possibly national or international
activities?
does your planning and organisation typically cover a period of at least
three to five years?
Planning & organising resources
Prompts
This element is about organising, prioritising and planning time and resources,
be they human, physical or financial. This may include planning and organising
your own work or that of others, on day to day tasks or in projects. The
questions may explore operational planning and planning for coming years.
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Do you:
work to a set pattern each day, eg carrying out routine maintenance, or work
from a detailed set of instructions?
decide your own pattern of work and can select the order in which tasks are
completed, providing the required output is achieved?
manage the resources (people, equipment, money) of a sub-section of a
department?
manage a specific project, eg organising a conference or event such as a
graduation ceremony or open day?
formulate the type of plan that will affect a substantial area of work and will
involve people from several teams?
Initiative & problem solving
questions
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
Are you required to:
27 solve standard day to day problems as they arise;
choose between a limited number of options which have clear consequences,
by following guidelines or referring to what has been done before;
recognise when a problem should be referred to others?
28 use initiative and creativity to resolve problems where the optimal solution
may not be immediately apparent but has to be assessed by a process of
reasoning, weighing up the pros and cons of different approaches;
identify and assess practical options;
break the problem down into component parts?
Initiative & problem solving
questions
Are you required to:
29 resolve problems where there is a mass of information or diverse,
partial and conflicting data, with a range of potential options available;
apply creativity to devise varied solutions, approaching the problem
from different perspectives?
30 resolve problems where there is a lack of precedent which calls for
innovation and creative thought to develop appropriate options;
anticipate problems and make projections;
initiate solutions which take into account strategic implications for the
institution and which do not limit future choices?
Initiative & problem-solving
Prompts
This set of questions is about identifying or developing options and
selecting solutions to problems that typically occur in your role.
This may include using your 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 & research questions
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
Are you required to:
31 establish the basic facts in situations which require further
investigation and inform others if necessary?
32 analyse routine data or information using predetermined procedures
and gathering the information from standard sources;
need to work accurately to complete the task precisely as specified?
Analysis & research questions
Are you required to:
33 identify an appropriate existing method of analysis or investigation
according to the data and objectives;
recognise and interpret trends or patterns in data;
identify or source additional information which could potentially help
the investigation as the analysis progresses?
34 analyse or research complex ideas, concepts or extensive data from
different perspectives;
work out how best to apply existing methodologies according to the
overall context, objectives and expectations;
identify the relationship between complex, interdependent factors?
35 identify the research question within a specific context;
generate original ideas to build on existing concepts;
generate new concepts and methodologies;
develop new avenues of research?
Analysis & research
Prompts
- what data or information do you have available or need to obtain?
- how do you obtain this data?
- do you analyse the figures you obtain?
Sensory & physical demands
question
Covers the sensory and physical aspects of the role
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
Are you required to:
A Carry out highly specialist or very complex tasks requiring either
mastery of a wide range of complex sensory or physical techniques or
involving unusually intense physical effort?
B Carry out tasks which require either mastery of a range of sensory or
physical techniques, concentration to co-ordinate different senses or
precision in applying these sensory skills, or involve considerable
physical effort?
C Carry out tasks at a level which would require either learning certain
methods or routines or involve moderate physical effort?
D Complete basic tasks which either would require either a minimum of
instruction or light, if any, physical effort?
Sensory & physical demands
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Prompts
are you required to lift, carry or handle large or heavy objects?
do you carry out jobs using sophisticated equipment?
do you work in cramped, confined or difficult spaces or awkward
positions?
do you
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use keyboards or other devices for inputting straightforward data or
finding routine information?
use other standard office equipment eg photocopiers, fax machines?
use gardening or maintenance tools?
use standard laboratory or workshop equipment eg cutters, lathes?
drive vehicles?
Work environment
questions
Covers the impact the working environment has on the individual and
your 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
Are you required to:
37 work in an environment which is relatively stable and has little impact
on you or the way in which work is completed?
38 understand how the work environment could impact on your own work
or that of colleagues;
take standard actions, within health and safety guidelines where
applicable, to adapt to the environment?
39 understand variability in your working environment and its potential
negative impact on the work process or the health and safety of
yourself or colleagues;
determine the level of risk and appropriate response?
Work environment
Prompts
- do you have to take any special measures to reduce the risk or control
the environment before or while working?
- do you make use of any safety equipment, special clothing?
- are you responsible for controlling the environment and making sure
that others are not at risk eg through carrying out risk assessments?
Pastoral care & welfare
questions
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 specific issues
Are you required to:
40 show sensitivity to those who may need help or, in extreme cases, are
showing signs of obvious distress;
initiate appropriate action by involving relevant people?
41 give advice on commonly occurring welfare issues or queries;
follow standard welfare procedures for the institution;
recognise when an individual should be referred elsewhere for
professional help;
respect confidentiality?
Pastoral care & welfare
questions
Are you required to:
42 give support, guidance or pastoral care where standard procedures do
not always exist;
maintain confidentiality and build trust;
judge when to listen, when to give advice or guidance and when to
refer the individual for professional help;
be fully aware of support networks for both yourself and the
individual?
Pastoral care & welfare
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Prompts
As a specified part of your role
do you need to be aware of available support services
give supportive advice and guidance
refer others to someone better able to help them
counsel others on specific issues
deal with disciplinary or other performance issues
help with relationship problems
Team development
questions
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
Are you required to:
43 advise or guide new starters working in the same role or unit on
standard information or procedures?
44 train or guide others on specific tasks, issues or activities;
give advice, guidance and feedback on the basis of your own
knowledge or experience;
deliver training?
Team development
questions
Are you required to:
45 carry out training or development activity according to the needs of
the individual or group;
identify current capabilities and future needs;
define the performance standards required;
identify appropriate developmental activity;
assess the application of learning;
give feedback and guidance on overall performance?
Team development
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Prompts
what are you instructing, coaching or guiding others to do?
do you devise your own training materials?
who identifies the learning needs of the team members and decides
whether any one individual should receive training or development?
how do you assess whether learning has occurred?
Teaching and learning support
questions
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
Are you required to:
46 introduce students or others who are new to the area to standard
information or procedures?
47 teach or train students or others on specific tasks, issues or activities;
assess performance and provide feedback during the event?
Teaching and learning support
questions
Are you required to:
48 teach, train or facilitate development activities for individuals or groups
on certain aspects or subjects within a particular academic discipline or
specialism;
monitor performance giving feedback and guidance;
act as a catalyst for further development or learning?
49 deliver a range of teaching or development activity within a particular
academic discipline or specialism, teaching across the breadth or
depth of the subject;
challenge thinking and fosters debate;
encourage the development of intellectual reasoning and rigour?
Teaching & learning support
Prompts
- what techniques do you show or what skills do you train people
outside your department in?
- who decides how the content is to be delivered?
- do you offer feedback on progress or assess learning?
Knowledge & experience
question
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
Are you required to:
A be a leading authority in your subject or profession with widespread
professional or public recognition?
B be recognised as an authority in your field or specialism within the institution
or amongst external peers, based on demonstrated expertise;
shape and influence developments within the institution through your own
contribution to your area of expertise?
Knowledge & experience
question
Are you required to:
C apply a breadth or depth of experience showing full working knowledge and
proficiency of your own area of expertise;
act as a point of reference to others;
demonstrate continuous specialist development, acquiring and refining skills
and expertise in new or related areas through undertaking and encouraging
internal or external development activity?
D apply working knowledge of theory and practice, sharing this knowledge with
others as appropriate;
demonstrate continuous specialist development by acquiring relevant skills
and competencies?
E
have sufficient knowledge or expertise to work on day to day issues in your
own area without direct or continuous reference to others?
F
be aware of basic principles and practices;
have an understanding of the systems and procedures which directly impact
on your own work and be supervised or works closely with colleagues you
can turn to for support?
Knowledge & experience
Prompts
- what knowledge and experience do you need to carry out your
responsibilities?
- how long does it take to obtain your level of expertise?
- how do people depend on you for expertise?
- how do you develop and update your knowledge?
- do you shape and influence developments and events in the
institution?
- if your job were advertised, what level of qualifications, skills, and
experience would be required of your replacement?