Definition 1:

Supervision

Close supervision:

Clear and detailed instructions are provided.  Tasks are covered by standard procedures. Deviation from procedures or unfamiliar situations are referred to higher levels.  Work is regularly checked.

Routine supervision:

Direction is provided on the tasks to be undertaken with some latitude to rearrange sequences and discriminate between established methods.  Guidance on the approach to standard circumstances is provided in procedures, guidance on the approach to non-standard circumstances is provided by a supervisor.  Checking is selective rather than constant.

General direction:

Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods, tasks and sequences.  There is some scope to determine an approach in the absence of established procedures or detailed instructions, but guidance is readily available.  Performance is checked by assignment completion.

Broad direction:

Direction is provided in terms of objectives which may require the planning of staff, time and material resources for their completion.  Limited detailed guidance will be available and the development or modification of procedures by the staff member may be required. Performance will be measured against objectives.

Within the Australian Qualifications Framework,

Year 12:

Completion of a Senior Secondary Certificate of Education, usually in Year 12 of secondary school.

Trade certificate:

Completion of an apprenticeship, normally of four years duration, or equivalent recognition, e.g. Certificate III.

Post-trade certificate:

A course of study over and above a trade certificate and less than a Certificate IV.

Certificates I and II:

Courses that recognise basic vocational skills and knowledge, without a Year 12 prerequisite.

Certificate III:

A course that provides a range of well-developed skills and is comparable to a trade certificate.

Certificate IV:

A course that provides greater breadth and depth of skill and knowledge and is comparable to a two year part time post-Year 12 or post-trade certificate course.

Diploma:

A course at a higher education or vocational educational and training institution, typically equivalent to two years full time post-Year 12 study.

Advanced diploma:

A course at a higher education or vocational educational and training institution, typically equivalent to three years full time post-Year 12 study.

Degree:

A recognised degree from a higher education institution, often completed in three or four years, and sometimes combined with a one year diploma.

Postgraduate degree:

A recognised postgraduate degree, over and above a degree as defined above.

Note:  Previously recognised qualifications obtained prior to the implementation of the Australian Qualifications Framework continue to be recognised.  The above definitions also include equivalent recognised overseas qualifications.

Training level:

The type and duration of training which the duties of the classification level typically require for effective performance. Training is the process of acquiring skills and knowledge through formal education, on the job instruction or exposure to procedures.

Occupational equivalent:

Examples of occupations typically falling within each classification level.

Level of supervision:

This dimension covers both the way in which staff are supervised or managed and the role of staff in supervising or managing others.

Task level:

The type, complexity and responsibility of tasks typically performed by staff within each classification level.

Organisational knowledge:

The level of knowledge and awareness of the organisation, its structure and functions that would be expected of staff at each proposed classification level, and the purposes to which that organisational knowledge may be put.

Judgement, independence and problem solving:

Judgement is the ability to make sound decisions, recognising the consequences of decisions taken or actions performed.  Independence is the extent to which a staff member is able (or allowed) to work effectively without supervision or direction.  Problem solving is the process of defining or selecting the appropriate course of action where alternative courses of actions are available.

This dimension looks at how much of each of these three qualities applies at each classification level.

Typical activities:

Examples of activities typically undertaken by staff in different occupations at each of the classification levels.