Required competencies

The required competencies for academic and professional/general staff appointments are outlined below.

Capability Framework

The Capability Framework provides a common language around 'what good looks like' at CSU and sets out the capabilities and behaviours of CSU staff.

Teaching and research staff - minimum standards

Minimum standards for academic levels (MSAL) are differentiated by level of complexity, degree of autonomy, leadership requirements of the position and level of achievement of the academic.

The responsibilities of academic staff may vary according to the specific requirements of the University to meet its objectives, to different discipline requirements and/or to individual staff development.

An academic appointed to a particular level may be assigned and may be expected to undertake, responsibilities and functions of any level up to and including the level to which the academic is appointed or promoted. In addition, an academic may undertake elements of the work of a higher level in order to gain experience and expertise consistent with the requirements of the University's promotion processes.

  • Level A - Associate Lecturer

    A Level A academic will work with the support and guidance from more senior   academic staff and is expected to develop his or her expertise in teaching and   research with an increasing degree of autonomy. A Level A academic will normally   have completed four years of tertiary study or equivalent qualifications and   experience and may be required to hold a relevant higher degree.

    A Level A academic will normally contribute to teaching at the University, at   a level appropriate to the skills and experience of the staff member, engage in   scholarly, research and/or professional activities appropriate to his or her   profession or discipline, and undertake administration primarily relating to his   or her activities at the University. The contribution to teaching of Level A   academics will be primarily at undergraduate and graduate diploma level.

  • Level B - Lecturer

    A Level B academic will undertake independent teaching and research in his or her discipline or related area. In research and/or scholarship and/or teaching a Level B academic will make an independent contribution through professional practice and expertise and coordinate and/or lead the activities of other staff, as appropriate to the discipline.

    A Level B academic will normally contribute to teaching at undergraduate, honours and postgraduate level, engage in independent scholarship and/or research and/or professional activities appropriate to his or her profession or discipline. He or she will normally undertake administration primarily relating to his or her activities at the University and may be required to perform the full academic responsibilities of and related administration for the coordination of an award program of the University.

  • Level C - Senior Lecturer

    A Level C academic will make a significant contribution to the discipline at the national level. In research and/or scholarship and/or teaching he or she will make original contributions, which expand knowledge or practice in his or her discipline.

    A Level C academic will normally make a significant contribution to research and/or scholarship and/or teaching and administration activities of an organisational unit or an interdisciplinary area at undergraduate, honours and postgraduate level. He or she will normally play a major role or provide a significant degree of leadership in scholarly, research and/or professional activities relevant to the profession, discipline and/or community and may be required to perform the full academic responsibilities of and related administration for the coordination of a large award program or a number of smaller award programs of the University.

  • Level D - Associate Professor

    A Level D academic will normally make an outstanding contribution to the research and/or scholarship and/or teaching and administration activities of an organisational unit, including a large organisational unit, or interdisciplinary area.

    A Level D academic will provide leadership and foster excellence in research, teaching and policy development in the academic discipline. He or she will make original and innovative contributions to the advancement of scholarship, research and teaching in his or her discipline.

  • Level E - Professor

    A Level E academic will provide leadership and foster excellence in research, teaching and policy development in the academic discipline within the University and within the community, professional, commercial or industrial sectors.

    A Level E academic will have attained recognition as an eminent authority in his or her discipline, will have achieved distinction at the national level and may be required to have achieved distinction at the international level. A Level E academic will make original, innovative and distinguished contributions to scholarship, researching and teaching in his or her discipline. He or she will make a commensurate contribution to the work of the University.

Research-only staff - minimum standards

  • Level A - Research Associate and Post Doctoral Fellow
    • Research Associate ( Steps 1 to 5)
    • Post Doctoral Fellow ( Steps 6 to 8)

    A Level A research academic will typically conduct research/ scholarly activities under limited supervision either independently or as a member of a team and will normally hold a relevant higher degree.

    A Level A research academic will normally work under the supervision of academic staff at Level B or above, with an increasing degree of autonomy as the research academic gains skills and experience.

    A Level A research academic may undertake limited teaching, may supervise at undergraduate levels and may publish the results of the research conducted as sole author or in collaboration. He or she will undertake administration primarily relating to his or her activities at the University

  • Level B - Research Fellow

    A Level B research academic will normally have experience in research or scholarly activities, which have resulted in publications in refereed journals or other demonstrated scholarly activities. A Level B research academic will carry out independent and/or team research. A Level B research academic may supervise postgraduate research students or projects and be involved in research training.

  • Level C - Senior Research Fellow

    A Level C research academic will make independent and original contributions to research which have a significant impact on his or her field of expertise.

    The work of the research academic will be acknowledged at a national level as being influential in expanding the knowledge of his or her discipline. This standing will normally be demonstrated by a strong record of published work or other demonstrated scholarly activities.

    A Level C research academic will provide leadership in research, including research training and supervision.

  • Level D - Principal Research Fellow

    A Level D research academic will make major original and innovative contributions to his or her field of study or research, which are recognised as outstanding nationally or internationally.

    A Level D research academic will play an outstanding role within the University and his or her discipline and/or profession in fostering the research activities of others and in research training.

  • Level E - Senior Principal Research Fellow

    A Level E research academic will typically have achieved international recognition through original, innovative and distinguished contributions to his or her field or research, which is demonstrated by sustained and distinguished performance.

    A Level E research academic will provide leadership in his or her field of research, within the University and his or her discipline and/or profession and within the scholarly and/or general community. He or she will foster excellence in research, research policy and research training.

Professional/General Staff

  • Level 1

    Education, Training and Experience

    Perform duties that do not require formal qualifications or work experience prior to engagement. Duties may, however, require the provision of structured on the job training after engagement.

    Task

    Perform repetitive tasks, covered by instructions and procedures, for which the job holder usually requires less than one month of on the job training to achieve competence. Able to follow clear instructions. Some knowledge of materials and equipment may be required.

    Judgement and Problem Solving

    Solve problems where the situations encountered are repetitive, the alternatives for the job holder are limited and readily learned, and the required action is clear or can be readily referred to higher levels.

    Supervision and Independence

    Clear and detailed instructions are provided. Tasks are covered by standard procedures. Responses to unfamiliar situations are determined at higher levels. Work is regularly checked.

    Organisational Relationships and Impact

    Employees can be expected to provide straightforward information to others on building or service locations. Employees follow procedures and demonstrate basic courtesy in their dealings with others: the impact of established procedures on other people or work areas is the concern of more senior employees

  • Level 2

    Education, Training and Experience

    Perform duties at a skill level that requires:

    • completion of Year 12 with nought to 12 months relevant work experience; or
    • completion of Year 10 and 2 to 3 years relevant work experience; or
    • an equivalent level of knowledge gained through any other combination of education, training and/or experience.

    Task

    Perform a range of straightforward tasks, adhering to clear instructions and procedures. Under instruction, may occasionally perform some more complex tasks for which detailed procedures or standardised instructions exist and where assistance or advice is readily available. Task competency, including knowledge of the procedures to be followed, can be acquired through on the job training and/or short courses consistent with training Level 2.

    Judgement and Problem Solving

    Solve relatively simple problems - problems are similar, the relevant response is covered by established procedures/instructions, the choices to be made between alternate actions follow familiar patterns and assistance is available when unusual circumstances are encountered or when established responses are not effective. May exercise judgement over task sequencing on a day to day basis.

    Supervision and Independence

    Direction is provided on the tasks to be undertaken. The job holder has some limited discretion to choose between established methods and sequences provided set priorities and timetables are met. The approach to standard circumstances is covered in procedures and checked on a selective basis. Non standard or more complex tasks will be subject to detailed instructions and checking.

    Organisational Relationships and Impact

    Knowledge of and ability to relay information on requirements or procedures in own work area or perform tasks which may involve providing a general directory service to members of the public, students and other employees (eg, advise on the location, role and availability of employees and services). Use tact in dealing with others.

  • Level 3

    Education, Training and Experience

    Perform duties at a skill level that requires:

    • completion of a trades certificate, without subsequent experience as a qualified tradesperson upon appointment; or
    • completion of Year 12, normally with at least 1 year's subsequent relevant work experience; or
    • completion of a certificate or associate diploma with no relevant on the job experience; or
    • an equivalent level of knowledge gained through any other combination of education, training and/or experience.

    Task

    Some task complexity, requiring the practical application of acquired skills and knowledge consistent with training level 3. Exercise discretion within established work methods, procedures and priorities to diagnose problems, or to choose between alternate approved work methods or procedures and to determine task sequences. Tasks may involve written and verbal communication skills, numerical skills, organising skills, data collection, and the use of a range of equipment at a level of complexity equivalent to the standard use of word processing software or to the application of skills gained through the acquisition of a single trade certificate.

    Judgement and Problem Solving

    An employee will be expected to:

    • solve similar problems, requiring some initiative and interpretation in the application of established rules, procedures, precedents, practices or techniques;
    • exercise some judgement over when to refer matters or seek assistance; and
    • where the opportunity arises, make suggestions and develop local job specific systems to assist in the completion of allocated tasks.

    Supervision and Independence

    Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods, tasks and sequences, where:

    • task objectives are well defined; and
    • choices are made between a range of straightforward alternatives.

    Organisational Relationships and Impact

    Apply a knowledge of the work area processes and take the impact of actions on other people or work areas into account when selecting between established work methods and sequences.

  • Level 4

    Education, Training and Experience

    Perform duties at a skill level that requires:

    • completion of an associate diploma level qualification with relevant work related experience (including experience gained in parallel with undertaking fractional-time study) or a certificate level qualification with post-certificate relevant work experience; or
    • Year 12 and at least 4 years relevant work experience, often combined with some formal training, leading to a detailed knowledge of specific administrative procedures and technical office skills; or
    • completion of a post-trade certificate and subsequent relevant experience; or
    • completion of a trade certificate and subsequent relevant experience leading to the development of areas of specialisation through a depth of skills, or to the application of skills normally associated with a number of separate trades, or to the application of administrative and supervisory roles in conjunction with trade skills; or;
    • an equivalent level of knowledge gained through any other combination of education, training and/or experience.

    Task

    Perform a variety of tasks that:

    • require a sound working knowledge of relevant trade, technical or administrative practices;
    • include limited creative, planning or design functions; and
    • require an awareness of the relevant theoretical or policy context.

    Judgement and Problem Solving

    Solve standard problems within an established framework or body of knowledge by:

    • applying a range of procedures and work methods;
    • being proficient in and interpreting a set of relatively straightforward rules, guidelines, manuals or technical procedures; and
    • selecting from a range and combination of possible responses, based on some understanding of the principles or policies underlying established procedures, practices or systems.

    Supervision and Independence

    Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods and sequences, where choices are made which require some understanding of a well defined policy framework or recourse to technical knowledge. Guidance is available.

    Organisational Relationships and Impact

    Apply a sound knowledge of the impact of the activities undertaken on other related functions or sections. Provide advice or assistance based on some depth of knowledge in own area. Assist others by interpreting procedures and selecting between work methods and sequences. Where relevant case experiences arise, suggest changes to procedures, schedules or routines to facilitate good relations between work units or with clients.

  • Level 5

    Education, Training and Experience

    Perform duties at a skill level that requires:

    • completion of a degree without subsequent relevant work experience as a graduate upon appointment; or
    • completion of an associate diploma with a range of experience including at least 2 years subsequent relevant work experience; or
    • completion of a certificate or a post-trades certificate and extensive subsequent relevant experience; or
    • an equivalent level of knowledge gained through any other combination of education, training and/or experience

    Task

    Perform tasks which require:

    • the standard application of theoretical principles, procedures and techniques at the level of a less experienced graduate working in their field of expertise; or
    • depth (i.e., the development of some areas of specialisation) or breadth of technical, trade or administrative expertise, including a sound appreciation of the relevant theoretical or policy framework, in a particular functional area or to a set of related activities.

    Judgement and Problem Solving

    Solve diverse problems (characterised by subject range or depth) which require judgement and initiative based either on:

    • theoretical knowledge; or
    • a thorough knowledge of a complex set of rules, activities, techniques or procedures.

    Supervision and Independence

    Duties arise from role statements, supplemented by assignment allocation as relevant. Use theoretical/policy and technical knowledge to apply and interpret procedures.

    Organisational Relationships and Impact

    Apply a detailed knowledge of work unit policies, systems and procedures, and their interaction with policies, systems and procedures in any related areas, to respond to standard circumstances and advise, assist and influence others.

  • Level 6

    Education, Training and Experience

    Perform duties at a skill level that requires:

    • a degree, normally with 2 or more years subsequent relevant experience to consolidate the theories and principles learned; or
    • extensive experience (eg., an Associate Diploma with at least 4 years subsequent relevant experience), leading to either the development of specialist expertise or to the development of broad knowledge, in technical or administrative fields; or
    • an equivalent level of knowledge gained through any other combination of education, training and/or experience.

    Task

    Perform a range of assignments that:

    • are guided by policy or objectives and, where relevant, by professional standards;
    • require a conceptual understanding of relevant policies, procedures or systems; and
    • require interpretation in the application of policy and/or precedent.

    Judgement and Problem Solving

    Solve diverse and unusual problems by analysing information where considerable interpretation of existing regulations, policies or procedures is required. Some discretion to innovate within own function and take responsibility for outcomes.

    Supervision and Independence

    Duties arise from role statements, supplemented by assignment allocation as relevant. Within policy, will set medium term priorities and monitor work flows and systems within an area of responsibility (i.e., for own position and for a team or section if applicable).

    An employee may have supervisory responsibility and some line management responsibility for employees performing a set of related functions and as well as employees reporting indirectly to the position.

    Organisational Relationships and Impact

    Provide authoritative advice in the context of widely varying circumstances. Adapt techniques and interpret or modify procedures to achieve objectives, where any changes are within policy and either their impact is largely restricted to the work unit(s) concerned or they are authorised at higher levels. An employee may provide influential input to policy or systems development on the basis of expertise in the operational aspects of current systems and their impact.

  • Level 7

    Education, Training and Experience

    Perform duties at a skill level that requires:

    • a degree with at least 4 years subsequent relevant experience to consolidate and extend the theories and principles learned; or
    • extensive experience and management and or specialist expertise; or
    • an equivalent level of knowledge gained through any other combination of education, training and/or experience.

    Task

    Apply substantial theoretical and technical knowledge and experience to a range of issues and circumstances requiring considerable independent analysis and interpretation. In addition, an employee may:

    • provide consultancy advice to other employees; and/or
    • practice or provide comprehensive instruction to students or employees, in a specialised area of theoretical, policy or technical complexity.

    Judgement and Problem Solving

    Independently apply theoretical or policy knowledge to:

    • modify and adapt techniques to develop innovative methodologies;
    • research and analyse a situation and propose new responses or solutions; and/or
    • take a leading role in the application of proven techniques involving considerable theoretical and technical sophistication.

    Supervision and Independence

    Direction is provided in terms of objectives. A contribution to the planning of work programs and the review, development or modification of procedures (within policy) by the employee will be required. An employee may have line management responsibility for employees delivering administrative, technical or professional services, including the provision of advice on procedures, systems, priorities and budgets for the program concerned to more senior managers.

    Organisational Relationships and Impact

    Duties require knowledge of the relationship between a range of diverse policies and activities. An employee may negotiate solutions where a range of interests have to be accommodated, and develop proposals or recommendations that coordinate the interests of separate work units or contributors around a particular program, function or objective and share some accountability for the decisions taken.

  • Level 8

    Education, Training and Experience

    Perform duties at a skill level that requires:

    • a degree with substantial extension of the theories and principles, normally requiring at least eight years relevant graduate experience; or
    • a range of management experience; or
    • postgraduate qualifications with relevant experience; or
    • an equivalent level of knowledge gained through any other combination of education, training and/or experience.

    Task

    Perform tasks requiring the integration of substantial theoretical (or policy) and technical knowledge to:

    • manage programs;
    • develop, review or evaluate significant policies, programs or initiatives;
    • be the recognised authority within the University in a complex specialised area;
    • develop or apply new principles and technology; and/or
    • provide professional or consultancy services with recognised standing across or outside of the University.

    Judgement and Problem Solving

    Responsible for developing or implementing systems, or programs (including priorities, policies and procedures) within closely defined statements of role objectives, which may include a requirement to draw together the interests of several functional or specialist areas. An employee may provide strategic advice at Divisional/Faculty level or equivalent.

    Supervision and Independence

    An employee will advise on and have substantial influence over the establishment of priorities, programs and/or budgets (formulation and expenditure) for a major area, and have scope to reset priorities or resources within overall program objectives or between positions or sections for which the position has line management responsibility.

    Organisational Relationships and Impact

    An employee will be expected to apply a thorough knowledge of:

    • University wide policies;
    • the external environment (eg; government legislation, codes, guidelines and requirements); and/or
    • diverse research and teaching activities (eg; at the level of a large School), to have a substantial influence on policy development or to manage or coordinate a number of programs.
  • Level 9

    Education, Training and Experience

    Perform duties at a skill level that requires:

    • extensive management expertise and supporting experience; or
    • postgraduate qualifications and extensive relevant experience; or
    • an equivalent level of knowledge gained through any other combination of education, training and/or experience.

    Task

    Perform tasks involving:

    • a significant creative, planning or management contribution to the development or operation of major professional, management or administrative policies or programs; and
    • responsibility for or impact on significant resources.

    Judgement and Problem Solving

    Responsible for developing or implementing systems, services or programs (including priorities, policies and procedures) within broad statements of role objectives where responsibilities have been substantially delegated. An employee will have independence in the allocation of resources within constraints established by senior management.

    Supervision and Independence

    Manage programs, including, as relevant, setting longer term priorities and objectives, the shaping of organisational structures and influence over the size and composition of the resources available.

    Organisational Relationships and Impact

    Take a leading operational role in the development or review of policies or programs. Plan and undertake significant liaison, consultation and negotiation for the development, modification or implementation of changes to policies or practices. An employee will apply a comprehensive knowledge of related programs.

  • Level 10

    Education, Training and Experience

    Perform duties at a skill level that requires:

    • experience and expertise in the management of significant human and material resources; or
    • experience and expertise in the provision of strategic policy advice affecting the direction of the University; or
    • an equivalent level of knowledge gained through any other combination of education, training and/or experience.

    Task

    Perform tasks requiring the conceptualisation, development, review and accountability for the operation of major professional, management or administrative policies at the corporate level. Significant high level creative, planning and management functions. Responsible for significant resources, or have a strong impact on the deployment of significant resources.

    Judgement and Problem Solving

    Be accountable for the achievement of objectives and management of programs affecting a significant organisational area at Faculty level or equivalent. An employee may be an influential contributor to decisions over the allocation or use of substantial resources, and have responsibility for managing substantial contract obligations or a substantial budget, including the discretion to re-allocate funds or priorities within a budget.

    Supervision and Independence

    An employee may have either:

    • substantial management responsibility, usually for diverse activities; or
    • work in a situation where job objectives, performance criteria and in some cases funding are proposed, developed and, in practical terms, determined by the job holder.

    Organisational Relationships and Impact

    Taking into account the views and interests of other employees, an employee will:

    • carry operational responsibility (i.e., be the catalyst or driving force) for the development or significant amendment of policies or systems at Faculty level or higher; or
    • bring a multi-perspective understanding to the development, communication, marketing or implementation of new policies or programs.