Managers Guide to the recruitment and selection of staff

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Managers Guide to the recruitment and selection of staff Powered By Docstoc
            TO THE
          OF STAFF

       Produced by the Human Resources Department
                        November 2000 (amended June 2007)

      SECTION                                                           PAGE

   1. Authorisation                                                     4

   2. Recruitment Timetable                                             5

   3. Advertising                                                       7

   4. Post Information Packs (PIPs)                                     8

   5. HERA Job Description                                              9

   6. Shortlisting                                                      10

   7. Pre-interview                                                     11

   8. Post-interview                                                    13

   9. Media and Issue Dates                                             15

Appendix 1 - Recommended Appointment Panel Composition                  17

Appendix 2 - HERA Job Description Template and Guidance Notes           19

Appendix 3 - Sample Job Descriptions – Information Services Assistant   27

Appendix 4 – Person Specification Template for Academic Staff           30

Appendix 5 - Guide to the Roles and Duties of Academic Staff            31

Appendix 6 - Checklist for Staff Recruitment                            36

Appendix 7 - Interview Information Sheet                                36
HR/bg/Q:/rmguide/23 June, 2010



       Roehampton University provides guidance notes on the Selection and Appointment
       of Staff, which gives best practice guidelines for the selection of staff from the
       authorisation to recruit stage onwards.

       There is also a checklist to guide managers through the discrete administrative
       steps that make up the complete recruitment and selection process
       (see Appendix 6).

       Recruitment of staff is an important task to undertake and an investment decision
       on behalf of the University that runs into many thousands of pounds. It can never
       be done in a hurry and it always pays to take the utmost care at every stage in
       order to try to make the right choice, i.e. to choose the best person for the job.

       The selection process itself is “discriminatory” in that one has to choose a
       candidate out of several competing for the same job. As an equal opportunities
       employer it is our duty to select candidates using selection criteria appropriate to
       the post and criteria that are open to scrutiny. In this way the University will not
       only be able to uphold its own standards but will also be able to adhere to stringent
       legislation. Remember, recruitment is about selecting the most appropriate person
       for a job in an efficient, cost-effective and equitable manner. Planning ahead will
       help the recruitment exercise to run smoothly.

       The basic steps that will be dealt with here are:

             Authorisation to fill a vacancy or create a new post
             Recruitment timetable
             Advertising - draft advertisement
             Post Information Packs (PIPs) & job description
             Shortlisting
             Interview - Pre/post interview

       In order to provide a prompt, good quality recruitment service to all Recruiting
       Managers we would recommend the following procedure when you wish to recruit.


        Authorisation must be obtained from the Director of Financial
         Strategy, x3107 and follow any current University authorisation
         procedures before recruitment can commence.

         Authorisation forms are obtainable from Human Resources (x3787),
         Downshire House, second floor.

      Completion of the Authorisation form
     Complete the post section then either section A, B or C. In some cases it
     may be necessary to complete both sections A and B if there are minor
     changes to be made to the vacant post such as increasing/decreasing the
     FTE. For part-time academic support posts state the number of hours per
     week and if part year, number of weeks per year to work. If a market
     supplement is payable, state this on the form as well. Section D should be
     completed in all cases by the Principal Budget Holder (PBH) and
     countersigned by the Director of Financial Strategy.

      New Post
     If this is a new post a full supporting statement must be attached. (This
     includes a job description in HERA format.) All new academic support
     staff posts must either have HR approval for a Senior Staff salary or must
     be evaluated by Human Resources and the grading confirmed before
     advertising can commence. Ideally this stage should take place before
     the Authorisation form is completed so that the correct costings can be
     applied. If evaluation has not been done this will delay the recruitment

      Fixed Term Appointment
     If the appointment is for a fixed term period you must state a justifiable
     reason for this on the authorisation form. This information will be included
     in the PIPs and in the contract when the successful candidate is
     appointed, so please be explicit.

     Please ensure that the correct Department Budget Code is used, if in
     doubt ask your departmental finance officer.

     Please take a photocopy of the top copy for your records. Do not
     detach any pages at this point. All three copies of the forms must go to
     straight to Finance, who will forward this to HR. The pink copy of the
     authorisation form will be returned to the department/school when an
     appointment has been made.

     When the form is received in the HR Office, from finance, we will inform
     the Recruiting Manager that advertising can proceed.


As soon as a decision is made to seek to fill a post, please give HR prior
notice via email/memo of your intention and follow the checklist for staff
recruitment (Appendix 6). Please remember that recruitment cannot
commence until Finance have passed the authorisation form to HR.
Bear in mind that the recruitment process takes at least 6 weeks from
advertisement to interview, and a further 4 to 12 weeks (or even longer)
for a new employee to start work due to different notice periods
Before advertising you will need to think about, shortlisting and panel
membership and availability of members. Decisions about whether interview
arrangements will include tests, presentations, tours etc should also be made
at this stage, as this may impact on panel membership, timetable, etc. The
following timescales should be adhered to when agreeing a recruitment
schedule with HR.
 Inserting advert                    Allow sufficient time to finalise proofs and to
                                     meet publication deadline.
                                     (HR can confirm deadlines for publications).
 Closing date                        3 weeks after advert appears - 2 weeks is the
                                     absolute minimum time needed to allow
                                     candidates to receive details and return
                                     Applications should be collected from HR by
                                     arrangement soon after the closing date.
 Appointment Panel Membership Advice can be found on the HR website
                                     (document appended) on the composition of
                                     panels but please bear in mind that no
                                     appointment panel should have less than 3
                                     members and one member should be
                                     external to the recruiting department.
                                   Guidance must be adhered to as far as is
                                   practicable, but particularly for more senior
                                   appointments. Any variance may need the
                                   Director of HR‟s agreement.
                                   Ideally, all panel members and certainly the
                                   Chair should have undergone recruitment and
                                   selection training. (See Staff Development
                                   Agree a realistic date with HR and get dates in
                                   diaries before you advertise.
 Interview date                    Ideally 3 weeks after closing date, although,
                                   exceptionally, it may be possible to reduce this
                                   timescale if the date for interview is given in the
                                   advert and/or the PIPs and the shortlist is
                                   returned promptly.

Shortlisting                       Shortlisting should take place within 3 days of
                                   the closing date. Further guidance can be found
                                   in section 6.
Shortlist returned to HR by hand   2 or 3 days after closing date (ideally). If
                                   turnaround needs to be quicker then give 1 day.
                                   At the same time confirm any special
                                   arrangements for the interview day.

Appointment Committee papers       These will be sent from HR - 4 or 5 working days
                                   before interview date.


All advertising for the University is done through our Advertising Agency to
ensure cost effectiveness and uniformity of advertisements and that our
corporate image is maintained. There is a 50 word limit on all adverts.

      Authorisation for Advertising
     Advertising costs are charged to departments/schools/colleges or in the
     case of certain central areas (such as HR, Finance, Marketing) to a central
     budget managed by Karen MacNaughton, PA to the Vice-Chancellor

     Before the final advertisement order is placed verbal approval to the
     final advert text/cost will be sought from the PBH or nominee; an
     immediate response is necessary in order to meet copy deadlines. If
     a response is not received from the department/school in time to meet the
     copy deadline then HR will normally make the decision for the advert to be
     placed without further consultation with the department/school.
     For the central areas budget, posts are generally advertised in only one
     medium and the necessary authorisation needs to be sought before any
     wider advertising can take place.

      Invoices for Advertising
     Approval for the cost of the advertisement will be sought at the same time
     as for the wording of the advert (usually via email). The invoices are then
     sent to HR in the first instance for local certification, then passed on to the
     Department/School for the PBH‟s approval. Please note that a late
     payment charge of 3% per cent can be incurred for late processing of
     invoices late so it is in the department/school’s interest to
     countersign the certification slips and pass them on to Finance

     Please note that since 1 April 2000 there has been zero rated VAT on
     staff advertising by charitable institutions and HR have made the
     necessary arrangements for departments/schools not to be charged VAT
     on staff recruitment advertising.

      Deadlines
     It is essential to give both HR and the Advertising Agency enough notice
     to meet copy deadlines. At least 2 weeks’ notice has to be given to the
     Advertising Agency when advertising. For example, for an advert to
     appear in Tuesday‟s Guardian a draft advertisement must reach HR by
     Tuesday two weeks before. The deadlines for the TES and THES are
     different, requiring 2½ weeks‟ notice to the Agency. Newsletters/specialist
     magazines may need more time depending on issue dates.

      Draft advertisement
     Remember there is a 50 word limit on adverts. Certain information must
     be included, such as salary, qualifications or experience, key skills, outline
     and purpose of job - basically, enough information about the job to attract
     the right applicants. Keep it simple and avoid over exaggerated claims or
     the use of words that may be discriminatory. HR can provide sample
     advertisements on request and will help with drafting if you need this (Our
     advertising agency also run courses on this, please refer to the Staff
     Development Directory for further information).

      Composite Adverts
     If advertisements for different departments/schools are being placed at the
     same time in the same media, HR will ensure that these go together as a
     composite advertisement and the costs will be split between the
     departments/schools. The shared costs for the logo, address and
     strapline make a composite advert slightly cheaper.

      Advertising Internally Only
     Posts are advertised internally only in exceptional cases and by prior
     agreement (see the University‟s Advertising Policy) and a case needs to
     be made in writing to the Director of Human Resources. Such advertising
     should normally result in at least 3 candidates being shortlisted. External
     advertising may have to take place if this is not the case.

      Media:
     A list of the media we most commonly use and costs are shown in
     Section 9, Page 15.


Advertisements need to be brief because of cost, so the packs are used to
give very full information to candidates about the University /schools/
departments and arouse their interest in the post. HR will be responsible for
compiling the final document, providing background information about the
University, and the conditions of service and policies.

The Recruiting Manager will need to provide information about the
department/school (e.g. size, relevant courses taught or work done there, the
ethos, staffing, location, etc). For lecturing posts, details should include
research interests/specialisms of staff in the department/school.

If there are any special conditions of the job such as Criminal Records Bureau
(CRB) checks then this information should be included in this document.


A HERA job description is needed for all posts.

      What does this look like?
     The HERA job description is a 2-part template combining a traditional job
     description section and a person specification section (see Appendix 1 for
     template and guidance notes or the HR web pages. See Appendix 2 for
     sample job description for the post of Information Services Assistant).

        A HERA job description bank is currently being created which will hold
         generic job descriptions. These job descriptions will enable managers
         to modify them to meet the accountabilities required.

      What should a job description include?
     When putting together a job description you should include the overall
     scope of the role and the main duties and responsibilities of the post.
           - Outline the key skills, focusing on what the postholder will be
               expected to do rather than on their experience using the 14 key
               criteria outlined in the template.
           - The purpose of the person specification part of the job
               description is to identify the skills, abilities, knowledge needed
               by the postholder to function properly within that role. The
               requirements should be listed as either essential or desirable
               and the criteria used must be objective and justifiable.
           - The importance of distinguishing between essential and
               desirable criteria is also because of the University‟s
               accreditation to use the disability two tick symbol which
               indicates the University‟s commitment to employing people with
               disabilities. What this means in practical terms is that disabled
               applicants who meet the minimum essential criteria will be
               shortlisted for interview. This information is not only
               important for the shortlisting panel but also for the applicants
               who are also assured by the symbol that they will be treated

      Academic staff
     The Guide to Roles for Academic Staff is also included with the job
     description. This is a more detailed document that outlines expectations
     for staff in academic posts (see Appendix 3).

The importance of the job description can be seen in its uses at the
different stages of the recruitment process: for grading the post,
drafting the advertisement, shortlisting, preparation of interview
questions and as a yardstick for candidates at interview.


      Time scales for shortlisting
     Applications should be collected from HR the day after the post closes,
     shortlisting MUST be completed within 3 days and the paperwork
     returned to HR, this is to ensure that candidates are given enough time to
     prepare for the interview, a delay in informing candidates may mean
     that the interview date has to be put back.

      Shortlisting criteria
     It is important that the shortlisting panel give details of shortlisting criteria
     (based on the HERA job description) and reasons for either shortlisting or
     not shortlisting candidates so that adequate feedback can be provided
     and decisions justified. Candidates often phone to ask why they were not
     shortlisted when they feel that they met the criteria, and this will assist the
     panel in giving feedback.

      Information from HR
     Application forms collected from HR will include a copy of the Guidance
     Notes, shortlisting decision sheets and PIPs, as well as a memo about the
     shortlisting process. Please read this carefully. There is often important
     information listed e.g. candidate on holiday on interview date, requests
     that current employers should not be contacted for references before
     interview etc.

      Format for interview
     When the shortlist is returned please list clearly the shortlisted candidates
     and include any reserves if relevant. Please also enclose full details of the
     format of the interview day, including copies of any tests etc. HR will
     only contact shortlisted and reserve candidates. Reserve candidates will
     be told that they may be contacted if somebody withdraws and HR will
     keep departments/schools informed if this happens.

      Unsuccessful applicants
     Applicants are told that if they do not hear from us within five weeks of the
     closing date then they should assume their application was not successful.
     Internal candidates who are not shortlisted, however, receive a letter from
     HR informing them of the panel‟s decision. All internal candidates
     should be given verbal feedback by a member of the shortlisting
     panel before HR confirms the panel’s decision by letter.


      Pre- Interview Arrangements for candidates
     Invite letters will be sent from HR to candidates ideally at least 2 weeks
     before the interview date. If the deadlines are tighter then
     departments/schools may have to ring candidates directly to let them
     know they have been shortlisted. This will be followed by a letter of
     confirmation from HR. Details covered in these letters must include
     information on any tests/in-tray exercises/presentations that candidates
     will be required to give.

     In line with current practice, references for all teaching/research/senior
     posts will be taken up prior to interview. References for academic support
     staff posts will be taken up after interview.

      Appointment Committee Papers
     Appointment Committee papers are sent to each member of the interview
     panel before the interview date, under normal circumstances they will be
     sent out from HR 5 workings days prior to the interview, if papers have
     not arrived the day before the interview please contact HR as a matter
     of urgency.

     Appointment Committee papers consist of copies of:
            -   Memo to the appointment committee detailing interview
                arrangements, ie date of interview, venue, panel membership,
                candidate names and times and whether attendance confirmed
                or not, any other arrangements made such as tests/in-tray
            -   Appointment of staff guidance notes including copies of
                Appointment Committee decision sheet (for Chair of panel only),
                and individual interview notes sheets for all panel members.
            -   Post Information Packs (PIPs)
            -   Candidates’ applications (i.e. application form, cv, supporting
            -   HR invite letter
            -   References received to date (not for academic support staff
                posts) will be faxed to the panel Chair on the morning of the

Appointment Committee Papers such as Chair‟s decision sheet, individual
interview notes, guidance notes, PIPs and one set only of candidates‟
applications should be returned to HR. All other confidential waste should
be shredded by the department/school.

    Pre interview preparation
   The interview panel should meet to discuss the candidates‟ applications
   and prepare questions. It is the Chair’s responsibility to organise this. It
   is not adequate to meet immediately prior to the interview to prepare

      Interview format

   The Interview Information Sheet (Appendix 7) should be completed and
   returned with the Short Listing Form, detailing any tests to be done at the
   interview, the date, times and venue plus a list of the panel members.

   All teaching and senior staff post candidates‟ are required to give a
   presentation. Their personal interviews should generally not be less than
   40 minutes with at least 5-minute gaps to allow the panel to take
   notes/record their views on each candidate.

   For secretarial/administrative posts there should be a typing/in-tray
   exercise. For finance posts a spreadsheet exercise is usual. HR must see
   copies of tests to assess whether they are suitable and to keep a record
   on file.

It is the Recruiting Managers’ responsibility to organise the local
interview arrangements, eg reception, tour of campus, book rooms,
equipment, refreshments, etc.

    Overnight Accommodation for Candidates
   If required, HR normally book accommodation for candidates within the
   University, the cost of which is met by departments/schools. HR will check
   with the department/school before any accommodation is booked.
   Confirmation of booking is sent to the relevant College, with a copy to the
   department/school asking for an IDR to be sent direct to the College
   where the accommodation is being offered. If there is no accommodation
   available at the University then candidates will be given names of nearby
   hotels but it is up to the candidate and department/school to agree the
   arrangements and costs.


      Offering a post
     The successful candidate should be offered the position verbally, by the
     Chair of the Appointment Panel or his/her nominee. (see guidance below)

     The Chair of the Appointment Panel or his/her nominee should inform
     HR of the panel’s decision no later than the day after the interview.
     This will ensure that HR can give a timely interview result, in writing, to the
     unsuccessful candidates, after a verbal offer has been made and firm
     acceptance has been received from the successful candidate.

 All verbal offers are binding and therefore must be made subject to
 satisfactory references, medical clearance and verification of
 employment status. A start date and salary should be agreed. There is
 no point in offering a post without giving salary details – we need to
 give candidates enough information to make an informed choice.

 HR can give guidance on making a verbal offer of employment if there is any
 uncertainty on what can and cannot be said.

 When making offers and setting start dates please bear in mind that Payroll
 deadlines are at the beginning of each month, usually around the 9 th except
 for December and January when it is even earlier. It is not always possible to
 pay new employees the same month they join if this is after the payroll

      Interview Feedback
     The Chair of the Appointment Panel or his/her nominee, must be prepared
     to give feedback to all candidates on their performance, if they request it.
     Therefore, the interview decision sheet should be properly completed to
     include useful feedback information that the appointment panel can refer
     Internal candidates should be given feedback by the Chair or his
     nominee immediately after the outcome is finalised.
     Copies of the feedback notes should be kept by the Chair for a month
     in order that feedback can be given promptly upon request by a
     candidate, after this time copies of notes should then be shredded.

      Travel Expenses & Subsistence Claims
     Travel expenses are paid for by the department/school and any claim
     forms sent to HR will be forwarded to the relevant department/school for
     Travel expenses are normally reimbursed for travel within the UK only.
     Candidates who do not fall within this category and who envisage
     problems with payment will be advised to discuss this with the
     department/school directly. If candidates travelling from abroad confirm
     their attendance at interview without expressing any wish to discuss travel

expenses, it will be assumed that they are able to meet the cost of such

If you are not providing lunch for the candidates and this is necessitated
by the timing of the interview, we recommend that you ask them to claim
expenses on the relevant form.

 Induction of new staff upon commencement
Roehampton has always had a strong commitment to inducting new staff
into the complexities of the University and in order to ensure this smooth
induction, it would be helpful if Recruiting Managers could start thinking
about some of the practicalities such as making arrangements for staff
offices, computer facilities and email accounts, around or even before the
time of interview.

The Induction Policy can be found on the HR Website (in the Training and
Development section) this gives detailed guidance on staff induction
including the appointment of suitable mentors for new staff and health and
safety induction.

Mentors should be identified when the appointment panel reaches its
decision; if this is not possible a mentor must be indicated within the first
two weeks of a new employee starting. It is essential that HR is able to
provide the names of mentors to new staff before they actually start so
that mentor and „mentee‟ can meet within the first week of starting


Questions on this guidance can be addressed to any member of the
Human Resources staff. Judith Martin, (x3115) and Paul Byford (x3522)
can be contacted for more specific queries.

Please also see your Staff Development Directory for details of briefing
sessions related to the recruitment process.


Below is a list of some media and issue dates including a comparison of
quotes for a typical 12 x 3 mono advertisement as at 1 October 2005. These
quotes include discounts and there is a small production charge of £30 on top
of these amounts.

(Please note that this is for comparison only – the date of rate increases
vary across media, with the most common being annual increases in

The Guardian
Monday – Media - £2040
Monday - Secretarial - £1340
Tuesday - Education - £1180
Wednesday - Public Sector - £1295
Thursday - Computing - £2035

+£100 for online solus ads
+ £150 for online composite ads

 Generally good response rates, quite expensive though.

Friday - £730
Friday - £735
Joint rate - £995

+ £35 web enhancement

 More popular for Teaching and Research posts but includes some senior
 admin posts within Education. Cheaper than Guardian.

Evening Standard & Metro
(The following rates include the „zoning‟ discount for jobs based outside of
central London. The website „londonjobs‟ is included in these rates.)

Monday - Public Sector/Senior Business
Tuesday – Accountancy
Wednesday – Media & Marketing/Building Construction

Joint rate - £1710
Evening Standard solus - £1030
Metro Solus - £1710

 Expensive. Generally high response rates (although often many applicants live
 too far away to be realistic candidates).

Local Papers

South London Press
Tuesday, Wednesday, Friday - - £1250
(Adverts appear three times).
Wandsworth & Putney Guardian - £760
Kingston Guardian - £760
Joint rate - £1485
All Thursday
(the local Guardians are both free door delivery papers)
Surrey Comet
Friday -£760
 Local papers best for secretarial (up to Scale 4/5) clerical, and manual
 posts. website (jobs in the academic community)
Advertising on this website is currently free so all adverts are posted on this
website as well as appearing in the papers.

Specialist papers
Accountancy Age - £3025
Computer Weekly - £2890
Computing - £2910
Design Week - £1745
Caterer and Hotelkeeper - £1130
Library & Information Gazette – minimum size is 1/4 page(172mm x 124mm) -
People Management - minimum size is 1/4 page(131mm x 93mm) - £3800
Portico – (Careers) minimum size is 1/2 page(120mm x 173mm) - £820
Prospects - £600 for four weeks online (targets recently qualified graduates)
The Voice – £690
Job Centre
Manual posts are also advertised at the local job centre (free of charge). The
Central Vacancies Team at Clapham Junction Job Centre are responsible for
cascading the adverts to other job centres within a certain catchment area.
Manual, Domestic and lower skills level posts are also advertised to the local
community through the HEART project, free of charge.
Circulation within the University
All externally advertised posts are circulated throughout the University.
Adverts are sent to all departments/schools/colleges to be posted on notice
Advertisements can also be found on the HR website where prospective
candidates can download job details and application forms or apply for jobs

                                                                       APPENDIX 1

Recommended Appointment Panel Composition

General notes
At least one member of staff on every panel should be from another area of the
University, external to the school/department.

A variation in the recommended composition of the panel can be agreed by the
Chair, in consultation with Human Resources or the Vice-Chancellor‟s office as

No panel should be convened with less than three people. The Chair of the Panel,
and ideally also the other Panel members, should have attended training in selection
in line with University guidelines.

Wherever possible, the panel composition should reflect gender diversity. Panels
should also consider the possibility of achieving some diversity in terms of ethnicity,
age and disability and may in particular wish to consider the use of an external
adviser to enhance the diversity of the Panel.

Academic Appointments:
Note: Where the post is not in a School, equivalent alternative post-holders should
be substituted.

Associate Lecturer
Dean of School (Chair) – may nominate Assistant Dean in his/her absence
Programme Convenor (or equivalent) for subject area
2 senior members of teaching staff
(normally at least 1 from subject area)

Lecturer or Senior Lecturer
Dean of School (Chair) – may nominate Assistant Dean in his/her absence
Programme Convenor (or equivalent) for subject area
1 senior member of teaching staff
Professor or Reader in a related research area

Principal Lecturer
Dean of School (Chair)
Assistant Dean
2 senior members of teaching staff (at least 1 from subject area)
Professor or Reader in related research area (optional if Assistant Dean, Research is
on the panel)

Dean of School (Chair)
Dean of Research
Assistant Dean, Research
1 senior member of teaching staff (from subject area)
Professor in related research area

External assessor of national standing in related area of research, nominated by

Vice-Chancellor (Chair)
Deputy Vice-Chancellor (if nominated by the Vice-Chancellor)
Dean of Research
Dean of School
Assistant Dean, Research
A Professor of the University, nominated by the Vice-Chancellor
At least 1 of the three external assessors in a related area of research or practice at
professorial or equivalent level, nominated by Chair.

Academic Support appointments:

Posts at manual or clerical level
Head of service area (Chair)
Supervisor, if applicable
Two members of staff at a higher level than the post (one if Supervisor present)

Posts at administrative level
Assistant Director/Assistant Dean/Deputy Principal (Chair)
Head of service area or supervisor, if applicable
At least one member of staff at a higher level than the post

Posts at senior administrative or manager or senior professional level
Director/Dean/Principal (Chair)
Head of service or unit
Two other members of staff at a higher level than the post, at least one with some
expertise relevant to the post

Other Senior staff appointments:
(where not prescribed by Council Regulations)

Posts at Assistant Director, or equivalent:
Deputy or Pro Vice-Chancellor (Chair)
Two other senior members of staff, with some expertise relevant to the post

Posts at Director or Dean level:
Vice-Chancellor (Chair)
Deputy or Pro Vice-Chancellor (may take Chair if nominated by the Vice-Chancellor)
A Director, or equivalent
A Dean, or equivalent
One other senior member of staff, with some expertise relevant to the post
OR an external adviser, with expertise relevant to the post
                                                                             March 2005

                                                               APPENDIX 2

                            JOB DESCRIPTION

Department /School

Where appropriate division of Department/School

Role Code (to be completed by    Role Title

SOC HE Code ( to be completed by HR)

Reports to (job title)                  Direct responsibility for (job titles)

Role purpose

Principal duties ( maximum 10)

Activities                   Examples of role requirements. Make distinction
                             between desirable (D) and essential (E)
1 Communication

2 Teamwork and motivation

3 Liaison and networking

4 Service delivery

5 Decision making processes
  and outcomes

6 Planning and organising

7 Initiative and problem

8 Analysis and research

9 Sensory and physical

10 Work environment

11 Pastoral care and welfare

12 Team development

13 Teaching and learning

14 Knowledge and experience

Any other significant activities not included above?

             BY (NAME) AND ROLE TITLE


Role purpose
This is the reason why the role exists and the statement should summarise
the main areas of activity and responsibility.

Principal duties [or accountabilities]
These should be limited in number (maximum 10). Write these at high level.
Too much details means that detail masks overall description of job.

Please provide examples of the main activities/skills required for effective
performance of the role. Use the guidance notes given below and try to limit
the entry for each heading to around 100 words.

You should differentiate between essential or desirable. If no differentiation is
shown it will be assumed it is essential at point of recruitment.

Activities                           Representative examples may include
1       Communication:
covers communication through         Oral:
written, electronic or visual        Evidence of giving or receiving information by
means and oral communication,        speaking or listening e.g. giving directions to
in both informal and formal          students to help them find their way around
situations. This may include the     the institution, telephone enquiries, giving
need to convey basic factual         presentations, attending or chairing
information clearly and              meetings.
accurately; conveying information     Who does the role holder talk to as part of
in the most appropriate format;         the role?
and explaining complex or             What type of information is exchanged?
detailed specialist information.      Why?
                                      How does the role holder decide what to
                                        say and when to say it?
                                     Written and Electronic
                                     Examples might include responding to
                                     requests for information from the public,
                                     drafting internal letters or writing a paper for
                                      Who does the role holder write to?
                                      What does the role holder write about?
                                      Why?
                                      How does the role holder decide what to
                                        write and when to write it?
                                      How does the role holder structure the
2     Teamwork and Motivation:
covers team work and team      This is about working in a team (i.e. a

leadership when working in both      number of people who work together to
internal and external teams. This    achieve a common purpose) and includes
may include the need to              both internal and external teams and teams
contribute as an active member       that are fixed or change (e.g. departmental,
of the team; motivating others in    research, course development or project
the team; and providing              teams or those involving students or people
leadership and direction for the     from outside the institution).
team.                                 In which teams is the role holder mainly
                                      What it is the function of these teams and
                                        what are they working to achieve?
                                      Who is in the team and what is the role
                                        holder's main role in it?
                                      Who identified the need for the team and
                                        set it up?
                                      Who is responsible for setting the direction
                                        of the work of the team?
                                      How are team members encouraged and
3       Liaison and Networking:
covers liaising with others both     This describes liaising and networking with
within and outside the institution   others outside the work team. It is essential
and creating networks of useful      to focus on the requirements of the role not
contacts. This may include           what the role holder may elect to do.
passing on information promptly      Liaison is making one-off contacts for work
to colleagues; ensuring mutual       related reasons. A network in an
exchange of information;             interconnecting group of people who
influencing developments through     exchange information, contact and
one‟s contacts; and building an      experience on a recurrent basis for
external reputation.                 professional purposes connect with the role.
                                      Who does the role holder liaise with and
                                      Why is it important and how often does it
                                      What information is the role holder
                                        typically passing on or receiving?
                                      What networks (if any) does the role
                                        holder belong to and why?
                                      What is the purpose of the network and
                                        what is the role holder‟s part in it?
                                      What would happen if the role holder were
                                        not part of this network?
4       Service Delivery:
covers the provision of help and     The term customer is used in its broadest
assistance to a high standard of     sense to include anyone who consumes or
service to students, visitors,       benefits from the services provided by role
members of staff and other users     holders and includes other members of staff
of the institution. This may         as well as students, visitors and clients.
include reacting to requests for      What service does the role holder provide
information or advice; actively        and to whom?

offering or promoting the services   Does the role holder actively offer the
of the institution to others; and      service or does the customer go to them?
setting the overall standards of     Is there a standard service which is the
service offered.                       same for all customers?
                                     How does the role holder find out what the
                                       customer wants?
                                     Who sets the overall standards for service
                                       and decides which services will be
5       Decision Making Processes and Outcomes:
covers the impact of decisions      Decisions include those made by the role
within the institution and          holder alone, in conjunction with others and
externally. This may include        the provision of advice to others to aid their
decisions which impact on one‟s     decision making.
own work or team; decisions          How are decisions made and who makes
which impact across the                them?
institution; and decisions which     What authority does the role holder have
could have significant impact in       to make decision without the agreement of
the longer term within or outside      others?
the institution.                     How does the role holder take typical
                                       decisions and what are the results of
                                       making them?
                                     Who else is involved in making the role
                                       holder's decisions and how does the role
                                       holder contribute?
                                     How regularly does the role holder make
                                       these types of decisions?
                                     Who or what do they impact and over what
6       Planning and Organising Resources:
covers organising, prioritising and The size or value of the resources should not
planning time and resources, be     over-ride the importance of the skills required
they human, physical or financial. for planning and organising their effective
This may include planning and       use.
organising one‟s own work;           What does the role holder plan and
planning work for others on day        organise?
to day tasks or on projects;         What resources are involved (e.g. people,
carrying out operational planning;     equipment, money, etc)?
and planning for coming years.       Who else is involved in creating or working
                                       on the plan?
                                     What is the time scale?
                                     How does the role holder prioritise?
                                     What may impact on the plan and what
                                       else does the role holder have to take into
                                     How is progress monitored?
7       Initiative and Problem Solving:
covers identifying or developing    Activities that are concerned with analytical
options and selecting solutions to or theoretical research should not be

problems which occur in the role.    included here.
This may include using initiative     What are examples of typical problems?
to select from available options;     How often does this type of problem
resolving problems where an             occur?
immediate solution may not be         What does the role holder do about them?
apparent; dealing with complex        What options does the role holder
problems; and anticipating              consider and how does the role holder
problems which could have major         select the best course of action?
repercussions.                        Does the role holder have to generate new
                                        or creative approaches?
8       Analysis and Research:
covers investigating issues,        The activities to be included here are those
analysing information and           requiring the application of analytical skills
carrying out research. This may     and the use of research methods.
include following standard          Responsibility for identifying areas in need of
procedures to gather and analyse    investigation are also covered.
data; identifying and designing      Who else is involved in the analysis and
appropriate methods of research;       research?
collating and analysing a range of   What data does the role holder have
data from different sources; and       available or need to obtain?
establishing new methods or          How does the role holder obtain this data?
models for research, setting the     How does the role holder chose which
context for research.                  method or approach to use?
                                     Who decides that the investigation or
                                       research is needed or would be
9      Sensory and Physical Demands:
covers the sensory and physical     Information about the learning required to
aspects of the role required to     attain skills and uses the senses should be
complete tasks. This may            considered.
include physical effort, co-         Does the role holder use any tools or
ordination and dexterity, using        equipment?
aural evidence to assess next        Is the role holder required to lift, carry or
actions; applying skilled              handle large or heavy objects?
techniques and co-ordinating         Is any assistance given by others or in the
sensory information; and high          form of special equipment?
levels of dexterity where precision  Does the role holder work in cramped,
or accuracy is essential.              confined or difficult spaces or awkward
                                     How long did it take to learn or develop the
                                       skills and how were they acquired?
10     Work Environment:
covers the impact the working       Working in difficult or dangerous conditions is
environment has on the individual secondary to the requirement to take action
and their ability to respond to and to assess risk and manage hazards.
control that environment safely.     Where does the role holder work?
This may include such things as      What is the environment like?
the temperature, noise or fumes,  What type of work is the role holder
the work position and working in       required do there?

an outdoor environment.              Does the role holder have to take any
                                      special measures to reduce the risk or
                                      control the environment before or while
                                      working there?
                                     Does the role holder make use of any
                                      safety equipment, special clothing?
                                     Who is responsible for controlling the
                                      environment and making sure that others
                                      working there are not at risk?
                                     Who is responsible for the health and
                                      safety of people working there and
                                      decides that it is safe to work?
                                     How are these assessments made?
11      Pastoral Care and Welfare:
covers the welfare and well being The role holder should be required to provide
of students and staff within the   pastoral care and welfare. These activities
institution, in both informal and  are not those undertaken or avoided by
formal situations. This may        choice.
include the need to be aware of     Is the role holder approached by others for
the support services available;       help?
giving supportive advice and        What are the typical issues or problems?
guidance; and counselling others  What does the role holder do and how
on specific issues.                   does the role holder decide to do it?
                                    Is the role holder able to refer the other
                                      person to anyone else for help?
                                    Did the role holder have any training in this
                                      aspect of the role?
                                    Is there any guidance material to help?
12      Team Development:
covers the development of the      These activities are required to be carried out
skills and knowledge of others in  by the role holder within the team identified
the work team. This may include above.
the induction of new colleagues;    What does the role holder instruct, coach
coaching and appraising any           or guide others to do?
individuals who are supervised,     How does the role holder do this?
mentored or managed by the role  Are there any materials to help?
holder; and giving guidance or      Has the role holder been trained in this
advice to one‟s peers or              aspect of the role?
supervisor on specific aspects of  Who identifies the learning needs of the
work.                                 team members and decides whether any
                                      one individual should receive training or
                                    How does the role holder assess whether
                                      learning has occurred?

13      Teaching and Learning Support:
covers the development of the       Any activity aimed at supporting the
skills and knowledge of students    learning of others outside the team
and others who are not part of      identified above is included here.
the work team. This may include  What is the role holder‟s subject area
providing instruction to students      or specialism?
or others when they are first        Who does the role holder teach,
using a particular service or          develop or provide with academic
working in a particular area;          support?
carrying out standard training;      Who decides on the content of the
and the assessment and                 activity?
teaching of students.                Is anyone else involved in providing
                                       teaching, development or learning
                                       support in this subject area?
                                     Who designs and develops the course
                                     Who else within the Institution is
                                       involved in teaching, training or
                                       learning support in the area?
                                     Who decides on how the content is to
                                       be delivered?
                                     How is the effectiveness of the
                                       teaching, training or support assessed?
14      Knowledge and Experience
covers the relevant knowledge       For guidance, consider the minimum level
needed to carry out the role,       of knowledge and experience required of
however acquired, whether this is a new person in the role.
technical, professional or           What knowledge and experience,
specialist. This may include the       however gained, does the role holder
need for sufficient experience to      need to carry out the role holder‟s
carry out basic, day to day            basic day to day responsibilities?
responsibilities; the need for a     How does the role holder apply the
breadth or depth of experience to      knowledge and experience?
act as a point of reference for      How long did it take to obtain the
others; and the need to act as a       required knowledge and experience?
leading authority in one‟s field or  How did/she develop that knowledge
discipline.                            and experience?
                                     How often does the role holder need to
                                       update that knowledge and
                                     Who routinely goes to him/her for
                                       advice or guidance routinely?
                                     What level of knowledge and
                                       experience would be required of the
                                       replacement, were the role holder to
                                       leave their role? ( include any
                                       appropriate recognised qualification)

                                                                             APPENDIX 3
                                                               New style Job Description
          Department /School                                 INFORMATION SERVICES

   Where appropriate division of                 Library, Media or Computer &
      Department/School:                         Communication Services
Role Code (to be completed by HR)                   Role Title: Information Services Assistant

                  SOC HE Code (to be completed by HR)
         Reports to (job title):      Direct responsibility for (job titles): N/A
         Service Co-ordinator

                                            Role purpose:
Assisting staff, students and others in the use of a range of Information Services including:- Library,
Bibliographic and Technical Library Services and General Enquiries; Media and Graphics, Lecture room
equipment services (LRES), Television services; C&IT help desk, PC suites and telephone switchboard.

                                 Principal duties (maximum 10)

The Post holder will be allocated to a team (Library Services, Media Services or Computer &
Communication Services) which will concentrate on home team responsibilities below. They will
undertake responsibilities in one other area within their home team, covering a total of 3 areas during the
first 2 years.

General responsibilities

1. Providing a helpful, friendly and efficient service in any part of Information Services customers,
   where necessary undertaking routine financial transactions (cash, credit and debit) and keeping
   appropriate records e.g. selling pens and discs, collecting fines, ensuring the Information Services
   resources, equipment and premises are maintained in a safe and operable manner and to take
   responsibility for reporting any faults.

Home team responsibilities

2. Operating the University switchboard.
3. Arranging loan and return of books and maintaining the stock in an orderly way. Dealing with
    membership and directional enquiries.
4. Acquiring and preparing items for stock and dealing with related paperwork.
5. Providing a reception service for the television centre, e.g loan of TV equipment and use of editing
6. Providing trouble shooting advice on software and hardware within computer suites. *
7. Dealing with media and graphic enquiries and operating relevant equipment and software
    packages. *
8. Acting as first line support to customers with IT problems and queries with the university; this
    includes resolving calls if appropriate, logging the calls and providing progress reports as
    requested. *
9. Providing a lecture room equipment services to rooms without such equipment, transporting and
    setting up equipment. *
10. Undertaking any other appropriate duties in other sections of Information Services as required on
    occasion to ensure that the University‟s core priority services are maintained at all times.

    * Staff in technical role

          Activities                 Examples of role requirements make distinction
                                         between desirable (D) and essential(E)
1   Communication               Talks daily with the customer, team members, line manager and on
                                  the occasion others in the department, e.g. should be able to
                                  undertake a clear fluent conversation with the user, listen to the
                                  users needs and provide appropriate response.
                                Makes phone calls and sends emails.
                                Conveys basic factual information in an accurate and clear way.
2   Teamwork and motivation     Willingness and ability to work in a team.
                                Has a flexible approach to work to ensure the delivery of team
                                  targets, e.g. works with colleagues to ensure targets are met.
3   Liaison and networking      Liaises with S/ISAs in other teams on a regular basis to ensure a
                                  seamless service delivery.
4   Service delivery            Provides variety of services to customer in busy environment, on a
                                  rotation basis.
                                Sells consumables and services to students.
                                Is able to answer basic questions about the service area.
5   Decision making             Takes the initiative to make decisions with the customer that are in
    processes and outcomes        line with standard procedures.
6   Planning and organising     Works well under pressure in a busy environment, e.g. there being
    resources                     long queues and ensuring all customers are given the best service.
                                Are able to modify what they do to help the customer and
7   Initiative and problem      Solves day-to-day problems. There are guidelines/procedures to
    solving                      help.
                                Demonstrates initiative and ability to take responsibility.
                                Is flexible and adaptable.
8   Analysis and research       Needs to have a good level of numeracy, e.g. to track data on the
9   Sensory and physical        Uses PCs every day to input data.
    demands                     Maintains basic equipment e.g. adding paper to printers and
                                Is able to set up equipment for LRES e.g. projectors, laptops and
                                Has the ability to work under pressure in a busy environment.
10 Work environment            o Ensures work areas are safe and reports issues that may cause
                               o When delivering equipment for LRES this is done in a safe way.

11 Pastoral care and welfare    Shows sensitivity to upset students.

12 Team development             Participates in team development activities.

13 Teaching and learning       N/A
 14 Knowledge and             Essential:
                                    Good Levels of literacy and numeracy.
                                    Basic IT.
                                    Good communication (oral and written) and interpersonal skills.
                                    Previous experience in customer focused service.

                                  Flexibility & adaptability.
                                  Ability to work under pressure in a busy environment.
                                  Demonstration of a strong service ethic.

                                       Willingness and ability to work in a team.
                                       Ability to display initiative.
                                       Ability to use aural and visual evidence to assess next actions in a
                                        timely and efficient manner.
                                       Ability to visit customers to install/service equipment: some of our
                                        older buildings have many steps and no lifts.
                                       Ability to carry out tasks which involve considerable physical effort
                                        and dexterity.

Any other significant activities not included above:

Date completed:
Completed by:
                    Name                                          Role Title

Scale agreed


                                               By (Name)       and role title

                                                                  APPENDIX 4

Person Specification for Academic Appointments

When drawing up person specifications for academic appointments, Heads of
School may wish to consult the suggested generic person specification
outlined below. This person specification should be used as a template,
adjusted for each post, as applicable.

Successful candidates for appointment should be able to demonstrate that
they have the majority of the following essential criteria:

   Sufficient experience and skills to meet the expectations outlined in the
    relevant sections on Teaching, Research and Income Generation as set
    out in the document Expectations of Academic Staff in Promoted posts.
   A good first degree, with further qualifications appropriate to the discipline
    area associated with the post.
   An advanced knowledge of current research and scholarship in that
    discipline area.
   A commitment to developing consultancies and generating income from
    work with outside organisations, including academic community and/or
    commercial areas.
   Membership of ILT or a commitment to apply for ILT membership.
   The highest standards of literacy.
   Competency in the use of ICT.
   The ability to communicate effectively with peers, colleagues, students
    and the general public.
   An interest in, and ability to contribute to, course development and other
    areas of development appropriate to the University‟s Strategic Plan.
   The ability to understand the specific academic requirements of students
    from diverse backgrounds and learning needs, and respond appropriately.
   The pedagogic and administrative skills appropriate to teaching and the
    management of learning in Higher Education.
   A commitment to the vision and mission of the University.

       January 2003

                                                              APPENDIX 5


The following is intended as a general guide to the range of roles and duties
of academic staff. Subject to the terms of their contracts of employment, each
member of the academic staff is accountable for fulfilling the relevant duties
as agreed with his/her Head of School. The actual duties undertaken from the
range outlined below may vary from year to year.

1. Research Role

   1.1 Initiate and implement a programme of research in an appropriate
   1.2 Identify appropriate sources of funding if applicable and endeavour to
       gain the resources needed for the programme.
   1.3 Manage research resources (finance, equipment and people)
   1.4 Publish or otherwise disseminate work in an appropriate way.
   1.5 Help the development of research skills in others (through supervision
       of research students, mentoring of colleagues etc.).
   1.6 Continue to develop his/her research skills.
   1.7 Collaborate, as appropriate, with other researchers in the discipline.

2. Teaching

   2.1. Be well-versed and up-to-date in subject matter.
   2.2. Communicate his/her subject in an appropriate way for the discipline
        and academic level and in a way that the students can understand.
   2.3. Prepare all teaching and tutorial sessions and use a variety of
        appropriate teaching methods.
   2.4. Use a variety of appropriate assessment methods that encourage
        student learning and provide feedback that supports further learning
   2.5. Meet assessment time schedules and maintain accurate records of
   2.6. Provide support for learners through appropriate use of resources and
        technology, providing suitable subject reading and raising awareness
        of University support through the RED Centre, IS and Counselling
   2.7. Show a general interest in students and provide effective support
   2.8. To critically evaluate the effectiveness of their teaching
   2.9. Evaluate and review courses to inform the development of existing
        programmes and where relevant, plan and develop new course
   2.10.       Supervise undergraduate and/or postgraduate projects and
        mark them at an appropriate level.

    2.11.   Contribute to the development and planning of new and/or revised
        programmes or modules of study
    2.12.     Reflect on practice and seek ways of improving his/her
        performance through continuing professional development activities

3. Contribution to School

    3.1 Attend and participate in appropriate School committees/meetings
    3.2 Participate with academic colleagues in furthering curriculum
        development programme review and income generation.
    3.3 Co-operate with the Head of School, programme conveners and
        School Administrative Officer(s) in providing information when required
        on course content, timetable, office hours, and home working.
    3.4 Represent the School at internal University committees and, when
        required, on external professional bodies.

4. Contribution to University & Academic Community

    4.1. Contribute to the wider academic community through, for example,
         editing journals, refereeing papers, external examining, and
         involvement in professional bodies.
    4.2. Contribute to the University, for example, through involvement in
         University committees, Staff Assembly, NATFHE, and University wide

5. Contact with Outside Organisations

    5.1. Engage actively in the process of recruitment of students.
    5.2. Build contacts with appropriate bodies outside the University, such as
         industry, schools, further education and government agencies.
    5.3. Continue to be aware of important changes in the environment and be
         proactive/involved in the changes where appropriate.
    5.4. Undertake appropriate consultancies within the provisions of the policy
         for external consultancy.


In addition to this general guide, academic staff in promoted posts are
expected to demonstrate competence in the three key strategic areas. It is
recognised however that staff may be concentrating their efforts in fewer than
the three key areas, and the expectations should be discussed and agreed
with the Head of School. Further details may be found in the Promotions
Committee paper entitled Expectations of Senior Lecturers, Principal
Lecturers, Readers and Professors.

   Senior Lecturers

Senior Lecturers should normally be performing in at least 2 of the 3 main
areas as outlined below. They should also be contributing to the managerial
and administrative functions of both the School and the University, and
engaging in collegial activity within and beyond their School.

Research. Senior Lecturers will normally be regularly publishing their
research and giving papers at conferences, supervising research students
and having some success in gaining external research funding.

Teaching. Performance at this level requires a high standard in all aspects of
the normal teaching duties (commensurate with a person‟s teaching duties)
and a commitment to continuing professional development. As part of normal
duties Senior Lecturers must be: incorporating recent research and thinking
within the discipline into programme and/or module developments and using
approaches that enable student engagement with that research and thinking;
using a range of assessment tools to enhance student learning and actively
seeking to develop assessment strategies within the subject context;
creatively using a variety of techniques and approaches fit for purpose in the
context of learning and teaching; the ability to effectively support students at
different levels and stages through learning and teaching strategies and by
being accessible and approachable; evaluating courses/programmes by using
a variety of methods that have resulted in improvements to the
course/programme over a period of time; and the active sharing and
promotion of good practice in the development of more appropriate and
effective approaches to teaching and learning.

Income Generation. Senior Lecturers will also be expected to contribute to
income generating activities including, where appropriate, consultancy, non-
regulated fee income, international projects and collaboration, development
and teaching full-cost short courses, bidding for development grants, and
linking with business, the community and other agencies.

      Principal Lecturers

Principal Lecturers should normally be performing in at least 2 of the 3 main
areas as outlined below. They should also be contributing significantly to the
managerial and administrative functions of both the School and the
University, undertaking managerial and leadership duties on behalf of and as
agreed with the Head of School and engaging in collegial activity within and
beyond their School.

Research. Principal Lecturers will be recognised by colleagues as authorities
within their research specialism and will currently be supervising research
students. They will have a track record of external research funding.

Teaching. Performance at this level will demonstrate excellence in teaching
attested by a range of evidence (e.g. peer observation, feedback, awards or
prizes). They must have undertaken significant ongoing professional
development that results in innovation or leadership in learning and teaching
which is recognised by their peers. This will be demonstrated by creative

developments in teaching and assessment methods and student support
strategies that have benefited student outcomes and the student experience;
leadership of school initiatives that improve teaching and evidence of the
dissemination of these practices in the University (or more widely) and
through the application of cutting-edge knowledge in the development of
intellectually challenging techniques and materials. Scholarship in learning
and teaching should underpin developments and this might be demonstrated
through publications, presentations at conferences, or contributions to in-
house (School or University wide) initiatives.

Income Generation. Principal Lecturers will also have a track record of
innovation and active involvement in the area of income generation including
consultancy, non-regulated fee income, international projects and
collaboration, and income generated through links with business, the
community and other agencies.

   Readers

Readers should normally be performing in the first 2 areas outlined below.
They should also be contributing to the managerial and administrative
functions of both the School and the University, in particular is support of
research activity, and engaging in collegial activity within and beyond their

Research. Readers will be recognised by their peers in UK and overseas
universities as authorities within their research specialism, with a publications
record which includes research outputs some of which are of international
significance. They will have qualified to be a Director of Studies, currently be
supervising research students, and have been an external examiner for
doctoral students. They will have a track record of regular external research
funding over a number of years, and have developed innovatory research
projects involving other staff.

Teaching. Performance at this level will demonstrate excellent teaching
attested by a range of evidence (e.g. peer observation, feedback, awards or
prizes). They must have undertaken significant ongoing professional
development that results in innovation or leadership in learning and teaching
and which is recognised by their peers. This will be demonstrated by creative
developments in teaching and assessment methods and student support
strategies that have benefited the student outcomes and experience;
leadership of school initiatives to improve teaching and the evidence of the
dissemination of these practices in the University; the application of cutting-
edge knowledge in the development of intellectually challenging techniques
and materials Scholarship in learning and teaching should underpin
developments and this might be demonstrated through publications,
presentations at conferences, or contributions to in-house (School or
University-wide) initiatives.

Income Generation may be part of a Reader‟s agreed workload.

      Professors

Professors should normally be performing in the first 2 areas outlined below.
They should also be contributing to the managerial and administrative
functions of both the School and the University, in particular is support of
research activity, and engaging in collegial activity within and beyond their

Research. Professors will have outstanding qualities and achievements in
scholarship and research at a national and international level which have
made a significant contribution to the advancement of their subject. They will
have raised the public profile of the University and have a publications record
which consists largely of research outputs of international significance. They
will have successfully supervised a number of doctoral students and currently
be a Director of Studies with a number of students. They will have served as
an external examiner for a number of doctoral students, and there will be
evidence of sustained research funding and consultancy, and proven
research leadership to both staff and students, including inspiring and
supporting others to research and publish and attracting both undergraduate
and postgraduate students.

Teaching. This level is marked by achievement in teaching in terms of
leadership innovation and dissemination, which are of national significance
and have been sustained over a period of time. This should include excellent
teaching across a range of levels including postgraduate teaching, research
supervision and research supervision training which is held in high regard by
peers. Evidence of educational leadership might include activities such as
work with teaching and learning committees; creative activities that have
developed the way in which a specific subject is taught or learned;
participation in professional activities; pedagogic research related to the
teaching of their discipline; taking a leading role in, or making a significant
contribution to, the development of scholarship in learning and teaching within
the institution.

Income Generation may be part of a Professor‟s agreed workload.

                                                                                          APPENDIX 6

          Checklist for Staff Recruitment                        (HR Ref No:_____)

Dept:                                                    Job Title:
Grade:                                                   FTE:
Term:                                                    Rect Manager:

Phase       Action                                     To be completed by        Timescale         Done   Notes
Plan        ATR form cleared                           Recruiting Manager for    As soon as
            And sent to HR                             authorisation by Budget   known role will
            Raise queries with HR if necessary (e.g.   Holder / DVC              be vacant
            grade, cost?)
Plan        Assign HR number and log in dept           HR                        1-2 weeks
            HR establishes what support needed:
            Grading?                                   HR contact with RM        (min 2 weeks if
                                                                                 grading needed)
            JD help? Title?                            (aim for day after ATR
            Ad drafting? Media?                        received)

            Timetable agreed with dept.                Grade checked by HR

            Send outline PIP for dept to complete      HR + RM
Write       PIP completed                                                        To HR prior to
            Incl. Job description & person             Recruiting Manager        advert
            specification                                                        placement. If
                                                                                 new role, will
            & info about dept/school
                                                                                 need to be
                                                                                 evaluated by
            Sent to HR in good time for advert date    Quality checked in HR     HR.
            (min day before)
Plan        Decide form and make up of panel           RM
            ?presentation                              Advice from HR

            Set date of panel and invite members
            ?external                                  RM (informs HR)
            Find venue(s)
            Assign other people for day if needed      RM
            (e.g. greet, escort)
Plan                                                                             HR & Agency
                                                                                 may need up to
Write       Advert drafted and media agreed            Recruiting Manager        2 weeks notice
            & placement                                                          prior to
                                                       HR advice given on
            Advert placed externally                   HR
            Dept informed

Plan                                                                             Same day as
            Ad and PIP placed on Univ website          HR                        external media

Recruit     Handle applications and queries            HR                        2-3 weeks after
            - Send PIP, forms on request                                         advert
            - Collate for RM                                                     placement

          - Extract monitoring forms
          - Check for criminal disclosures
          - Check for disabilities
          - Acknowledge (email and cards)
          - Flag if need for WP noted
                                                   RM (or other named
          Handle Dept level queries                contact in PIP)
Select    Shortlist box/sheet compiled.            HR                       Usually day
          Internals marked on sheet                                         after closing
          Advise if any disabled applicants        HR

          Collected by or delivered to dept        Recruiting Manager/ HR

          Note if feedback needed for any          RM
          internal applicants / who doing
Select    Shortlisting done                        RM + panel member(s)     Within 3 days
                                                                            (min 1 week
          Forms & decision sheets returned to HR   RM                       before interview
          Comments box completed if any            RM
          particular requests / instructions

          All arrangements for selection           RM
          confirmed to HR, incl timings
Select    Write to invite to interviews                                     On receipt of SL
          Prepare papers for interview panel
                                                                            Min 3 days
                                                                            before panel
                                                   HR                       date
          Send to panel members
Select                                                                      Write on receipt
          References pre-interview sought          HR                       of SL

          Copied and sent to chair                                          Day before
Select    Interviews conducted
                                                   Appointment panel
                                                                            Same day (if
          Selection made and sheet fully
          completed                                Panel Chair / RM
                                                                            Written conf to
Appoint   Agree who on panel to handle feedback    Panel chair / RM         HR no later than
          / advise HR                                                       next day
                                                   HR informed by RM
          Verbal offer made (subject to….)
          Start date agreed
          All papers returned to HR for action
Appoint   Letter of appointment sent               HR                       Within 1 week
                                                                            of paper
          Further references written for           HR (send to RM to        confirmation
          Any checks, e.g. CRB                     HR

          Seek work permit (if needed)             HR

          Write to unsuccessful applicants         HR

Successful candidate:                               Start date:

Starting grade & point:                             Mentor:

Desk/room allocated       Recruiting Manager         Prior to start
Network account
Room key

                                                     On first day
ID card
Visit to HR (for docs)

June 2007

                                                                           APPENDIX 7

                        INTERVIEW INFORMATION SHEET

HR REF: HR _ _ _/ _ _                            POST:
DATE OF                                          RETURN DATE FOR
SHORTLISTING:                                    SHORTLISTING:


                                   INTERVIEW DETAILS

       Name               Arrive         Test            Presentation            Finish





                               College               Building             Room
Candidate Should Report        Contact Name                      Extension No.


                           Test Type                 Duration   Before/After Interview
                           (e.g Word, Excel)
Equipment Available

Presentation Title:


Equipment Available

Questions and Answer
(Before or After Interview)

Will there be a Tour                                           Yes/ No
Tour Guide

INTERVIEW PANEL MEMBERS: (If different shortlisting members)



(e.g candidates’ special requirements, any other information regarding proceedings on the

For any queries about completion of this form or if you require an electronic copy,
please contact Judith Martin on 020 8392 3115 or .

NOTE: References are not normally sought prior to final interview other than for
academic posts. Please discuss with Judith Martin in the first instance if you wish to
make a special request.