Outline Level I Roles in this family are wholly or mainly focused on research and teaching. They may combine elements or research, teaching or management, but the relative emphasis on these elements and the nature of the contribution will vary. Some roles will be more orientated towards research, while others will tend to concentrate on teaching. In the higher levels, there will be considerable reputation the UK and internationally and significantly impact on the discipline and on research income. Roles at this level are conferred to reflect recognised leadership and substantial reputation in research and/or teaching in a major discipline. There will also be significant leadership responsibilities on behalf of the school and/or the university. Newcastle University Job Grading Structure SUMMARY Roles in this family are engaged in the provision of support services to university staff and students and sometimes to the wider public. The work might involve clerical or administrative support, developing and implementing policy, specialist advice or project management. Contacts with internal and external customers, and with external suppliers, are a common feature. All roles require and understanding of the university s systems and processes. The higher levels often combine professional qualification, managerial experience and a substantial impact on the running and resources of the institution. Roles in this family provide technical and/or scientific support to research and teaching. They offer research support to academic staff and students, for example by setting up and operating equipment, running analyses and tests, providing technical design services and giving technical advice. They support teaching, meetings and seminars, by setting up and operating equipment, and providing technical input to teaching programmes. Working as part of a support team is a common feature, and at higher levels the roles involve either higher specialised expert advice and support or line responsibility for a substantial technical service group. Roles at the most senior level which lead, direct and manage the interrelationships of a team of managers/professionals across a major area of activity of strategic importance across the University. Operational Roles in this family are concerned with operating and running the facilities of the university. They involve direct or indirect service provision for students and staff, through residential, catering, cleaning and other site services or sport or sporting activity. Some roles are about providing these services personally; others enable or manage the services. Higher level roles in this area can be matched against the Administrative Family.
Professional Operational S Level H Level G Roles at this level commonly reflect extensive professional experience, and may include substantial contributions in research, teaching, academic management and third strand activity. There may be a greater depth in one or two of these areas, reflecting a predominant focus on research, on teaching or on management or third strand activity, though some roles offer an even spread between the four areas. Individuals will have a substantial reputation in their field, and make significant impact on the institution and on their discipline. Roles at this level are held by individuals experienced in research and/or teaching, often after progression from Level F. In some cases, their contribution spans research, teaching, management and third strand activities, although the relative importance of each of these strands will vary from role to role; in others, there remains a concentration on either research or teaching. Professional specialists with high-level expertise, typically managing a functional area with a substantial degree of independent responsibility and discretion. Roles held by experienced professionals responsible for providing proven specialist/technical expertise and/or managing a diverse team and resources
Level F Roles at this level may represent the early stages of an academic career before the individual progresses to Level G, or a specific set of responsibilities within an established research or teaching programme. There may be a combination of research and teaching, with appropriate organising and managing in support of these activities and possibly some team leadership, or a specific focus on research or teaching. Roles providing advice and support to schools/sections based on a full understanding of a specialist/professional/technical field Roles with recognised technical expertise who may supervise a technical service/team. Primary focus on planning, overseeing, reviewing the work of the team and/or operates as an individual adviser to support teaching and/or research. Operational Roles involve either line management responsibility for a significant unit or analysis and advice drawing on extensive practical or technical understanding, possibly with some team leadership. May be responsible for project or contract management and for financial performance. Level E Roles at this level are generally concerned either with assisting a research team or group by carrying out analyses and tests where the method and purpose are clear, or with teaching within a clear and established programme. Roles requiring a detailed understanding of methods, systems and procedures gained through significant practical experience and/or formal training. Roles displaying in-depth knowledge of technical practices, methods and procedures gained through experience and/or formal qualification, deploying this knowledge to provide a range of technical support activities. Roles either manage operational services work of some volume and complexity or provide technical input or advice based on extensive practical knowledge. Dealing with people is important (staff, customers, contractors) and there is often a budgetary responsibility or impact.
Level D Roles providing a support service to an agreed standard with minimal day-today supervision but clear guidance. Requires an understanding of often complex processes and systems, the initiative and judgement to solve problems and meet priorities. Roles requiring specific technical or practical skills and a well developed knowledge of technical or scientific practices acquired by considerable experience on the job and/or vocational training. Work mainly follows established patterns, with most problems being resolved without reference to others. May involve developing skills in a particular specialist area or planning and supervising the work of others. Operational Roles provide technical and practical problem solving and services drawn from several years of learning through formal training and qualification and/or experience. Work typically involves planning own work and often that of others, diagnosing problems and selecting solutions and monitoring/reviewing work quality. May be responsible for equipment, materials and work records. Level C Roles performing a range of tasks as part of a specific service, with a clear specification. Work is within established procedures with available guidance. Requires a good working knowledge of systems and processes. May be responsible for a specific activity and be expected to resolve standard queries and problems. Roles requiring technical or practical skills and an understanding of technical or scientific practices, gained through experience on the job and/or vocational training. Run standard analyses and tests and record results to an agreed standard. Required to prioritise work, but with readily available guidance to solve non-standard problems. Roles provide practical and technical services based on some years of formal training and/or experience. They involve planning and scheduling of work, interpreting instructions, selection of methods/tools and responsibility for the quality of end product or service. Level B Roles performing a range of routines within basic procedures and under regular supervision. Respond to routine queries/issues, and refer more unusual issues to others. Typically work to daily deadlines. Roles work as part of a team to provide a technical and/or scientific support service to staff, students or colleagues. Work on routine activities within wellestablished procedures and with regular supervision. Roles providing support services to staff and students, often as part of a team. The routines and procedures are well established and subject to supervision. A range of activities may need to be planned and sequenced in order to meet deadlines.
Level A Administrative and Roles performing simple, often repetitive tasks and routines under close supervision. May respond to simple queries/issues, but refer nonroutine issues to others. Work to short deadlines. Roles work as part of a team to provide a technical or scientific service to staff, students or colleagues., working on simple and/or repetitive tasks within detailed instructions and close supervision. Operational Roles provide support services to staff and students, often as part of a team engaged in similar tasks. The tasks and routines are generally simple and repetitive and are closely supervised.