Contents
Introduction 2
What is HERA? 3
The HERA Procedure 3
Options for HERA Review 5
The Elements of HERA 6
HERA Elements – Examples of Task and Evidence 7
HERA Prompt Questions – Further Guidance
for Role Holders 11
HERA Scoring 14
Guidelines for Managers 15
1
Introduction
HERA (Higher Education Role Analysis) is the role analysis
system used by the School to determine the band of each
role throughout the School.
It is mainly used at LSE to analyse roles that are going though
the recruitment process and to determine if a ‘promotion’
is appropriate following expansion of a role.
Human Resources Division has produced this toolkit to
guide role holders and managers on the HERA process, the
HERA elements and to guide them through the best way to
complete the exercise for their particular purpose. The various
options are explained and a flowchart is included to make the
process a little clearer.
What you will read here will hopefully help you in what can
be a daunting exercise, however, don’t forget the support
available to you through the Reward Team. We can help you
on any aspect of the process, including the timeframes and
guidance on completing the paperwork. You can email us
at [email protected]
2
The HERA Toolkit has been designed primarily for academic
support staff and academic support staff managers.
Academic, research and teaching colleagues should refer to
the relevant recruitment and selection and promotion criteria.
The HERA Toolkit should be read before making a request
for re-evaluation, and should be used in conjunction
with the Recruitment Toolkit when used as part of the
Recruitment process.
We hope very much that you will find the HERA Toolkit
a useful resource.
HR Reward Team
What is HERA
HERA?
The banding of staff at LSE is based on a HERA (Higher Education Role
Analysis) evaluation of an individuals role.
HERA is an analytical role analysis system which uses competencies to
assess the size of a role compared with others. HERA was specifically
designed for the many needs of the Higher Education sector, and since
2000 the School has been using HERA in recruitment, in promotion and
more recently in underpinning the School-wide job evaluation exercise
as part of the Framework Agreement. It can also support other human
resource management functions such as career planning, training and
development needs analysis, recruitment and selection.
How does HERA work?
HERA is based on evidence, which means examples of what people are
doing in their roles. It produces a total points score to assess the relative
value of the roles in a consistent and equitable manner. This score can
be used to assign roles to appropriate bands in a salary structure. HERA
is made up of fourteen competencies which reflect the ethos of Higher
Education. Each competence has a series of questions associated with
it, designed to draw out evidence of what is required in a particular
role. HERA creates role descriptions and profiles to support recruitment,
selection, and promotion, employee reward initiatives and career planning.
This toolkit will explain the system and what is expected.
Why HERA?
The use of HERA underpins the School’s commitment to a clear and
transparent grading system and equal pay for work of equal value. This
procedure applies to all Academic Support Staff – Bands 1-10.
How do I apply for HERA review?
HERA reviews take place as a part of the ASSC Quarterly Review system.
Cases should be submitted at the end of March, June, September
and December.
Please allow four weeks for evaluation. Any changes will normally be
effective from the first of the month in which the proposal was approved.
Given the regular cycle of the HERA review process, it is not expected
there will be significant backdating.
This toolkit will explain the options for review, evidence needed and how
to go through the process.
If you have any difficulty with the process or would like someone to look
at a draft of what you have completed, please contact the HR Reward
team who will be happy to help you.
Verification/Your Manager’s Role
Once you have completed your HERA evidence based job description,
the written form or prepared your evidence for an interview, you should
ask your manager to read it and sign it as a correct record. You may wish
to ask your manager to think about anything you might have forgotten
to include; we recognise it is sometimes difficult to translate into words
aspects of our work which have become second nature.
Managers should also write a brief explanation of how the additional
responsibilities arose and how they relate to the Departmental
Development/Service Development Plans and therefore support the
School’s strategic aims.
This toolkit also provides some guidance for managers in this process.
The HERA Procedure
Promotion for support staff will be based on the role of an individual
changing significantly, with evidence from a HERA re-evaluation of the role.
This re-evaluation will show that the role you are carrying out has ‘grown’
since the previous HERA evaluation, ie, you have taken on additional
responsibilities that have give your role a wider breadth, or made it more
complex. The additional duties need to be different from your current
responsibilities, enhancing your role, not simply ‘more of the same’. Your
manager should reference the additional responsibilities undertaken back to
the Departmental Development Plans (or the Service Development Plans) to
show how they support the School’s strategic objectives.
We would ask you to think seriously if the changes to your role have
resulted in a significant change in terms of breadth and complexity of
responsibilities. If you are in any doubt, discuss this with your manager
who will be able to advise you.
If you believe your role has changed, there are now different options to
enable you to have your role re-assessed through the HERA evaluation
system, including written and interview formats, described in the
‘Options for HERA Review’ section of this toolkit. Whichever method you
choose, your manager will need to verify the information contained and
can perhaps make suggestions on examples that may have been missed.
The documentation should then be submitted to HR who will evaluate
the role. You and your manager will then be informed directly of the
result. If successful, your manager’s input into establishing the most
appropriate effective date will be sought. It is expected there will not be
significant back-dating.
It is the responsibility of the individual to review their job description
regularly and ensure it is up to date.
A HERA Role Analyst will be available once a month to discuss any
aspect of HERA, the process, or review any draft documentation that you
may have prepared. Please see the HR website for clinic times, or contact
the HR Reward team to arrange an appointment.
3
HERA Re-Evaluation Flowchart
Review current HERA
profile and HERA
submission
Discuss with manager
areas where role
has changed
Choose format of
submission:
HERA evidence based JD,
written record,
Update/write HERA
documentation based
on examples of new role
requirements
Forward to manager
for verification
Manager to
forward to HR
General Guidance
Every role in the School has a HERA profile, whether it be through the
information gained through the Framework Agreement or a subsequent
submission, or, in the case of new roles, through the recruitment process.
Before considering HERA re-evaluation, it is worth looking at the HERA
profile, and the HERA submission for the current role, to see where the
significant changes have occurred. HERA profiles are available from HR
(Reward team), as is detailed oral feedback if you would prefer. This will
help to highlight the areas where the role has changed significantly and
help focus on the new examples. It may also be helpful to look at the
Scoring section of this toolkit.
HERA Do’s and Don’ts:
• Please try to think of activities and responsibilities that
are typical of your role. However please do not forget
those activities which are important even if they are not
everyday occurrences as they may impact on your score
• Try to use different examples for each element if you can.
However some activities involve different skills so do not
worry if you describe what you do under one element and
then repeat it again under another. HERA is not a test to
see how many examples you can give!
• HERA does not and cannot assess your performance in
the role you hold. For information on reward for good
performance, please see ‘Contribution Pay (ASSC)’
• It cannot assess your overall ‘market value’
Role re-evaluated
Role holder informed
of outcome
• HERA does not assess quantity of work. If workload is an
issue, rewards can be made in alternative ways
• It is the requirements of your role which will be analysed,
not activities or responsibilities you have become involved
in for personal interest
• The scheme applies to all staff groups including academic
and research staff and groups. As a result there will be
some areas where you will not be able to provide evidence
simply because you do not carry out that kind of work!
• Please do not feel obliged to provide copious examples
of work for the most basic level of each competency eg,
under communication questions.
4
Options for HERA Review
There are four options for how to go about a HERA review.
by following the guidance in this toolkit, the task can be made less
burdensome.
Option 1 – The HERA Evidence Based
Job Description
The HERA Written Record is made up of 50 questions grouped into 14
elements. You are asked to provide evidence of what you are required to do
in your role, as explained in the Elements of HERA section of this toolkit.
As part of the Framework Agreement, those staff who did not have a
current HERA record were asked to produce a ‘HERA Evidence Based Job
Description’ in March 2005. It may be you still have this, and can simply
amend the document to include your new responsibilities. If not, a
template for you to complete when preparing your HERA Evidence Based
Job Description is available on the HR website.
To write a new Job Description, we suggest you start with a quick summary
– one or two sentences maximum – of the overall purpose of the job. This is
the job summary part of the form. Then list the key tasks/components of the
job as a whole, perhaps five or six bullet points outlining principle duties/key
objectives. This is the key tasks area of the form.
The next section deals with HERA elements (as explained in the Elements
of HERA section of this toolkit) and the actual evidence on which the
evaluation of your role will depend.
You may not need to use all 14 elements. If you pick the most relevant
seven or eight that should be sufficient. For most academic support staff
these may be:
• Communication
• Teamwork and Motivation
• Service Delivery
• Decision making
• Initiative and Problem Solving
• Planning and Organising Resources
• Team Development
• Knowledge and Experience.
Please do look at the other elements as they may be relevant depending
on your particular role.
Once you have picked the most relevant seven or eight, you then need to
get together ‘evidence’ of each. It may be helpful at this point to consult
the Evidence Overview in the Elements of HERA section of this toolkit.
Remember, evidence is specific, tangible, verifiable examples of what
people are required to do.
Option 2 – The HERA Written Record
When HERA was introduced, members of staff were required to
complete a written record of evidence and this is still an available option.
Some staff prefer to provide their evidence of the requirements of their
roles in a written format; and this may be the preferred option for those
who already have a completed HERA form. If this is the case, you are
welcome to simply amend the document to add the new responsibilities
where appropriate, highlighting these changes in some way for the
HERA Role Analyst.
Please remember the scheme applies to all staff grades. Some of the
statements will only apply to the most senior members of staff in the
School – please don’t try to find evidence for a statement if you know
that you do not carry out work at this level. It is very unlikely to affect
your final score. However, please do not forget those activities which are
important, even if they are not everyday occurrences as they may impact
on your score. Many of the statements are arranged in hierarchical form
from the most basic to the most complex. Please try and give as much
evidence as you can on the statement which you think is the main focus
of your job, without too many examples at the lower levels!
Option 3 – The HERA Interview
Some staff prefer to provide evidence of the requirements of their role
through an interview with a HERA Role Analyst. Interviews allow for
detailed exploration of the role requirements and the choice of the most
suitable examples of evidence. They allow the role holder the opportunity
to discuss with the analyst the full extent of the role’s demands.
Before the interview you will be sent a document which contains
‘HERA Interview Prompt Questions’ to help you think about your role
in HERA terms.
You will be asked to make some notes on these questions which you
can then send through to the Role Analyst prior to the interview. The
discussion will then be structured along these lines using your notes
as a basis. The Role Analyst will draw out more about your role and
help you explain it fully. Throughout the meeting the role analyst will
make suggestions about amendments that can be made to your notes.
When the meeting is over you will be asked to go away and update
your notes in line with the discussion. We ask you to do this yourself
as it is important your role is represented in your own words to avoid
misunderstandings.
The interview will last about one hour and will be with one role analyst.
If you find it helpful to have your manager with you that is fine, we just
ask that you inform the Role Analyst before so an appropriate room can
be booked!
Option 4 – Group Submissions
A significant number of staff have been through the HERA process as
part of a ‘whole unit’ evaluation.
Group discussions may be useful when a number of individuals hold
one role where there is little difference in the requirements and the way
in which they are carried out. They can be very efficient methods of
gathering evidence.
The process for these will be similar to the HERA Interview. Please
contact the HR Reward team if you require further information.
If you choose to start this document afresh, at first sight the
documentation can appear daunting and time consuming. However,
5
The Elements of HERA
HERA contains 14 different elements (described below) and this is how
it breaks down a role. For example, your job description will probably
include the element Communication, which covers a range of different
tasks, from the most basic to the most complex.
When completing the documentation, try thinking about examples of
how these tasks are performed in practice and how they might provide
the evidence required (See the table ‘Competency Tasks and Evidence’ in
this section for help).
Below is a brief overview of the 14 elements of HERA. The ‘statement
numbers’ refer to the 50 questions in the HERA Written Record.
Communication – Statement numbers 1-6
This covers communication through written, electronic or visual means
and oral communication, in both informal and formal situations. This
may include the need to convey basic factual information clearly and
accurately; conveying information in the most appropriate format; and
explaining complex or detailed specialist information.
Teamwork and motivation – Statement numbers 7-11
This covers teamwork and team leadership when working in both
internal and external teams that are fixed or change (eg, departmental,
research, course development or project teams or those involving
students or people from outside the institution). This may include the
need to contribute as an active member of the team; motivating others
in the team; and providing leadership and direction for the team.
Liaison and Networking – Statement numbers 12-15
This covers liaising with others both within and outside the institution
and creating networks of useful contacts. It may include passing on
information promptly to colleagues, ensuring mutual exchange of
information, influencing developments through one’s contacts and
building an external reputation.
Service Delivery – Statement numbers 16-18
This covers the provision of help and assistance to a high standard of
service to students, visitors, members of staff and other users of the
institution. This may include reacting to requests for information or
advice; actively offering or promoting the services of the institution to
others; and setting the overall standards of service offered.
Initiative and Problem Solving – Statement numbers 27-30
This covers identifying or developing options and selecting solutions to
problems which occur in the role. This may include using initiative to
select from available options; resolving problems where an immediate
solution may not be apparent; dealing with complex problems; and
anticipating problems which could have major repercussions.
Analysis and Research – Statement numbers 31-35
This covers investigating issues, analysing information and carrying out
research. This may include following standard procedures to gather and
analyse data; identifying and designing appropriate methods of research;
collating and analysing a range of data from different sources; and
establishing new methods or models for research, setting the context
for research.
Sensory and Physical Demands – Statement numbers 36
This covers the sensory and physical aspects of the role required to
complete tasks. This may include physical effort, co-ordination and
dexterity, using aural evidence to assess next actions; applying skilled
techniques and co-ordinating sensory information; and high levels of
dexterity where precision or accuracy is essential.
Work Environment – Statement numbers 37-39
This covers the impact the working environment has on the individual
and their ability to respond to and control that environment safely. This
may include such things as the temperature, noise or fumes, the work
position and working in an outdoor environment.
Pastoral Care and Welfare – Statement numbers 40-42
This covers the welfare and well-being of students and staff within the
institution, in both informal and formal situations. This may include the
need to be aware of the support services available; giving supportive
advice and guidance; and counselling others on specific issues.
Team Development – Statement numbers 43-45
This covers the development of the skills and knowledge of others
in the work team. This may include the induction of new colleagues;
coaching and appraising any individuals who are supervised, mentored or
managed by the role holder; and giving guidance or advice to one’s peers
or supervisor on specific aspects of work.
Decision Making Processes and Outcomes – Statement
numbers 19-21
Teaching and Learning Support – Statement numbers 46-49
This covers the impact of decisions within the institution and externally.
This may include decisions which impact on one’s own work or team;
decisions which impact across the institution; and decisions which
could have significant impact in the longer term within or outside the
institution.
This covers the development of the skills and knowledge of students and
others who are not part of the work team. This may include providing
instruction to students or others when they are first using a particular
service or working in a particular area; carrying out standard training;
and the assessment and teaching of students.
Planning and Organising Resources – Statement
numbers 22-26
Knowledge and Experience – Statement number 50
This covers organising, prioritising and planning time and resources,
be they human, physical or financial. This may include planning and
organising one’s own work; planning work for others on day-to-day
tasks or on projects; carrying out operational planning; and planning for
coming years.
6
This covers the relevant knowledge needed to carry out the role, however
acquired, whether this is technical, professional or specialist. This may
include the need for sufficient experience to carry out basic, day-to-day
responsibilities; the need for a breadth or depth of experience to act as a
point of reference for others; and the need to act as a leading authority
in one’s field or discipline.
HERA Elements – Examples of Tasks and Evidence
Competency
Task
Evidence
1a Communication
(oral)
Convey basic information factually, clearly
and accurately
Examples of giving directions, handling routine phone
enquiries or passing on messages.
Convey information in the most appropriate format
Examples of having explained course entry requirements,
shown colleagues how to operate equipment, or persuaded
others to adopt a particular viewpoint.
Explain complex information to non-specialists
Examples of having conveyed new legal requirements to
colleagues or explained a report on budget or cost implications.
Convey straightforward information in a clear and
accurate manner
Examples of having written standard letters, confirmed
attendance dates or completed simple forms.
Convey information which needs careful
explanation or interpretation
Examples of having written a tender report, guides to course
modules or advertising material, written minutes or prepared
a grant application.
Receive, understand and convey complex
conceptual ideas
Examples of having drafted manuals for equipment or
software, prepared technical specifications for new buildings
or equipment.
Contribute actively to the team
Examples of having participated in and made a contribution
to a team – inside or out of work.
Motivate others in a team
Examples of having agreed clear objectives and delegated
effectively, encouraged others and fostered a common purpose.
Provide leadership and direction
Examples of appreciating the inter-relationships between
teams and their impact on the aims of their organisation.
Having broken down barriers between teams and formed and
communicated a clear vision of what is to be achieved.
Pass on information promptly
Examples of carrying out standard day to day liaison, using
existing procedures.
Exchange information
Examples of having participated in networks within the
institution and externally.
Influence developments through contacts
Examples of having initiated, built or led internal networks,
maintained relationships over time and established new
communication channels.
Build an external reputation
Examples of having initiated developed or led networks which
are external to the institution.
React appropriately to requests for advice
or information
Examples of responding to colleagues, students, members of
the public, drawing on prepared materials.
Actively promote the services of the institution
to others
Evidence of having discussed customer needs to establish the
best solution available, eg, agreeing a conference programme,
designing a brochure or contacting potential customers to sell
them services the institution can provide.
Set overall standards of service offered
Evidence of having forecasted the influence of new legislation
and developed new procedures in response, or set and
maintained standards for the institution’s cleaning or
security services.
1b Communication
(written or electronic)
2 Teamwork and
motivation
3 Liaison and
networking
4 Service delivery
7
Competency
Task
Evidence
5 Decision making
Make decisions regarding own work
Examples of having spent cash within a local budget, decided
when to hold a meeting, chosen materials, etc.
Make decisions regarding immediate team
Examples of having bought stock or equipment, authorised
expenditure from a divisional budget, purchased software or
recruited staff.
Make decisions affecting the organisational unit
as a whole
Examples of allocating responsibilities to groups of staff on
an on going basis, decided on overall allocation of resources,
decided on the structure of an organisational unit.
Make decisions affecting the future development
of the institution
Examples of having secured external funding allocations,
decided on the types of courses to be offered, worked on
mergers with other institutions.
Plan and organise own work
Examples of having worked to a set pattern each day,
preparing food or processing data; or completed tasks where
there is a discretion as to what to do when, eg, produced a
departmental prospectus or designed a piece of software.
Organise the work of others
Examples of having managed and been accountable for
the resources (people, time, money) of a sub section of an
organisational unit or managed a project such as a health and
safety audit.
Manage the deployment of human, physical or
financial resources
Examples of having managed the staff of a department or
unit, including setting objectives and monitoring progress;
managed a large research grant or collaborative project with
responsibility for setting the budget.
6 Planning and
organising
resources
8
Competency
Task
Evidence
7 Initiative and
problem solving
Select a course of action from available options
Examples of having managed equipment or machinery,
organised temporary cover for absent staff, contacted
relevant people over an emergency or made travel and
accommodation arrangements.
Resolve problems when an immediate solution
is not apparent
Examples of having evaluated the strengths and weaknesses
of different tenders for business, handled grievance or
disciplinary cases, resolved IT systems failures.
Deal with complex problems that could have
significant repercussions
Examples of having had to balance the budgeting and
resourcing of a unit, developed new financial procedures,
evaluated changes to funding of education or the
redeployment of resources across the institution.
Follow standard procedures to gather and
assess data
Examples of having conducted library searches or
experiments; or provided accurate data for payroll purposes.
Collate and analyse data from a range
of sources
Examples of having analysed statistics on student destinations;
or decided which experimental technique will provide
appropriate evidence for research activities.
Design appropriate methods of research
Examples of having developed theories to explain
relationships between data, in a research, financial or
administrative context.
Establish models and set the context for
research projects
Examples of having determined the overall direction of a
project to be conducted by students or other staff; or liaised
with national research bodies.
Undertake tasks requiring basic levels of
co-ordination, dexterity or physical effort
Examples of having effectively used simple tools or equipment
that are necessary for competent performance of their job, eg, a
spade, drill, telephone or a keyboard; or lifted heavy equipment,
is fit enough to stand all day, climb stairs, etc.
Apply skilled techniques and co-ordinating
sensory information
Examples of having used tools or equipment that take longer
to learn how to use, eg, touch-typing or using a desk top
publishing package.
Undertake tasks requiring high levels of dexterity,
where precision is essential
Examples of where the candidate has performed highly
complex practical tasks using specialist technical equipment.
Work in a stable environment
Examples of working in stable environments such as offices,
lecture theatres and seminar rooms
Deal effectively with temperature, noise or fumes
Examples of having responded to the impact of the weather
on outdoor activities or followed correct procedures for the
use of machinery.
Handle dangerous, or potentially dangerous,
equipment or substances
Examples of having responded to situations by taking
appropriate precautions, eg, carrying out a risk assessment,
carrying out maintenance where the use of hazardous
chemicals is necessary or when asbestos is present.
8 Analysis and
research
9 Sensory
and physical
co-ordination
10 Work
environment
9
Competency
Task
Evidence
11 Pastoral care and
welfare
Be aware of support services available locally and
nationally
Examples of having drawn on staff handbooks, student
regulations, counselling services or appropriate external
providers to give support to a colleague or student.
Give supportive help and guidance
Examples of having been supportive of colleagues or students
in distress and helped resolve their problems eg, comforted
a student with problems at home; advised staff experiencing
accommodation or financial difficulties.
Provide formal counselling on specific issues
Examples of the candidate having been formally trained to
help others experiencing academic or work related stress, or a
personal crisis.
Induct new colleagues (or similar task)
Examples of having ‘shown new starters the ropes’ or talked
colleagues through set procedures.
Give guidance to peers on specific aspects of work
Examples of having shown colleagues how to use equipment
or software packages, or guided them through complicated
procedures, such as health and safety requirements or
timetabling exams.
Mentor, coach and appraise performance of
direct reports
Examples of having used formal or informal means to identify
development needs, plan and follow up on objectives or
identified and coordinated training activities.
Provide instruction to staff or students new to a
particular service or area
Examples of having introduced people to library, computing
or laboratory facilities and databases.
Deliver internal training courses to colleagues
Examples of having delivered courses (developed by others
or themselves) in specific practical areas, eg, COSHH, IT skills,
teambuilding or using a software package.
Teach and assess students
Examples of having developed modules for undergraduate
courses, delivered courses and supervised and supported
student academic activities.
To carry out basic day to day tasks
Examples of having experience of using required word
processing or spreadsheet packages, or understanding
established practice in functional areas.
Breadth of knowledge or experience to act as a
point of reference for others
Examples of having used specialist knowledge to support
or advise others eg, knowledge of computer programming,
the interpretation of complex regulations, understanding
how complicated equipment works.
Act as an authority in a given field
Examples of having developed sufficient specialist knowledge
to influence or lead departmental or institutional policy.
12 Team
development
13 Teaching and
training
14 Knowledge and
experience
10
HERA Prompt Questions – Further Guidance for Role Holders
This part of the toolkit may be particularly relevant in helping you get
together the preparatory material for a HERA interview. However, as the
‘prompt’ questions may help you to help you think about your role in
HERA terms, they can also be used to help you prepare a HERA evidence
based job description.
Examples might include departmental, research, course development
or project teams, teams involving students or people outside the
institution (but not networks). The role you hold in the team may include
contributing as an active member, motivating others in the team or
providing leadership and direction for the team.
You do not need to answer every question specifically, rather they should
prompt your thinking about specific examples in your role.
You may find it helpful to think about:
1 Communication
This element covers communication – be it through oral, written,
electronic or visual means – in both informal and formal situations.
Signing, using hand signals or using other means of communication
with people with disabilities are also included. Communication includes
the need to convey basic factual information clearly and accurately,
conveying information in the most appropriate format and explaining
complex or detailed specialist information.
Oral Communication
This first part is about oral communication and includes situations
in which you may need to give or receive information by speaking.
Examples might include answering telephone enquiries, explaining
(complex) regulations or legislation, giving presentations, attending or
chairing meetings or engaging in negotiations.
You may find it helpful to consider:
• Whom do you talk to as part of your role?
• What type of information you exchange, what is the complexity of the
information?
• What is the function of the team you are involved with and what are
they working to achieve?
• Who is in the team and what is your main role?
• Who is responsible for setting the direction of the work of the team?
3 Liaison and Networking
These questions cover occasions when you are required to liaise with
others both within and outside the institution and create networks of
useful contacts. They also explore the reasons for doing this. They may
include passing on information promptly to colleagues, ensuring mutual
exchange of information, influencing developments through one’s
contacts or building an external reputation.
You may find it useful to think about:
• Whom do you liaise with and why?
• What information are you typically passing on or receiving?
• What networks (if any) do you belong to and why?
• What is the purpose of the network and what is your role in the network?
• Have you created/led any networks?
• Why do you need to exchange this information?
4 Service Delivery
• How do you decide what to say and when to say it?
These questions cover the help, assistance and services you are required
to give to students, visitors, members of staff and other users of the
institution. This may include reacting to requests for information or
advice, actively offering or promoting the services of the institution to
others and setting the overall standards of service offered.
Written Communication
The second part covers the need to communicate in writing or through
electronic media such as email, as well as the need to use visual media
such as film or slides. Examples might include responding to requests
for information from the public, writing handbooks or procedures
manuals, creating policy documents through the interpretation of
legislation, drafting internal letters about meetings, or writing a paper
for publication.
You may find it helpful to think about:
• Whom do you write to?
• What do you write about? What is the complexity of the information?
You may find it helpful to think about:
• What service do you provide and for whom?
• Do you usually actively offer the service or do your customers come to you?
• Is there a standard service which is the same for all customers?
• How do you find out what the customer wants? What feedback
mechanisms do you have in place?
• Who sets the overall standards and decides which services will be offered?
• Why do you need to send this information?
• How do you decide what to write? How do you structure the information?
2 Teamwork and Motivation
This set of questions is about team work and team leadership. A team is
defined as a number of people who work together to achieve a common
purpose. This could include internal or external teams, teams which are
fixed or those that change.
5 Decision Making Processes and Outcomes
This set of questions covers the impact of decisions which impact on
your work or team, those which impact across the institution or those
which may have significant impact in the longer term within or outside
the institution. It is assumed that you make the best decision in the
circumstances, rather than considering what might happen if you made
the wrong or a poor decision.
11
You might want to consider:
8 Analysis and Research
• What authority do you have to make decisions without the agreement
of others?
• Who else is involved in making your decisions and what is
their contribution?
These questions cover the occasions when you are required to
investigate issues, analyse information and carry out research. These
may include following standard procedures to gather and analyse data,
identifying and designing appropriate methods of research, collating and
analysing a range of data from different sources and establishing new
methods or models for research, or setting the context for research.
• How regularly do you make these types of decisions?
You may find it helpful to think about:
• Whom or what do they impact and over what timescale?
• What are you investigating or researching? Why?
• What are the results/impact of your typical decision making?
6 Planning and Organising Resources
These questions are about organising, prioritising and planning time
and resources, be they human, physical or financial. This may include
planning and organising your own work or that of others, on day to
day tasks or in projects. The questions explore operational planning and
planning for coming years.
You may find it helpful to think about:
• What do you plan or organise?
• What resources are involved (eg, people, equipment, money etc)?
• Who else is involved in creating or working on the plan?
• What is the time scale?
• How is progress monitored?
7 Initiative and Problem Solving
This set of questions is about identifying or developing options and
selecting solutions to problems that typically occur in your role. This may
include using your initiative to select from available options, resolving
problems where an immediate solution may not be apparent, dealing
with complex problems and anticipating problems which could have
major repercussions.
You may find it helpful to think about:
• Examples of frequent, typical problems
• What options do you consider and how do you select the best course
of action?
• Do you have to generate new or creative approaches to these types
of problems?
12
• Who else is involved?
• What data do you have available or need to obtain? How do you
obtain this data?
• How do you chose which method or approach to use?
• Do you analyse the data, for example by interpreting trends in the data
and forming conclusions?
• Who decides that the investigation or research is needed or would
be beneficial?
9 Sensory and Physical Demands
This set of questions covers the sensory and physical aspects of your role.
These may include physical effort, co-ordination and dexterity, using aural
evidence to assess next actions, applying skilled techniques and co-ordinating
sensory information and using high levels of dexterity where precision or
accuracy is essential.
It may be helpful to think about:
• Do you routinely use any tools or equipment?
• Are you required to lift, carry or handle large or heavy objects routinely?
• Is any assistance given by others or in the form of special equipment?
• How long did it take you to learn or develop the skills needed to carry out
your role?
• How long would it take to train someone else to do these aspects of the
they did not have any experience?
10 Work Environment
13 Teaching and Learning Support
These questions explore the impact the working environment has on you in
your role and your ability to respond to and control that environment safely.
This may include such things as the temperature, noise or fumes, the work
position and working in an outdoor environment.
These questions are about what you are required to do to teach or provide
learning support to students and others who are not part of the work team.
This may include providing instruction to those who are using a particular
service or working in a particular area for the first time. You may be required
to carry out standard training, create development opportunities or be
involved in the assessment and teaching of students. If you do not have
responsibilities in these areas, please move onto the final set of questions.
You may find it helpful to think about:
• Where do you work? What is the environment like?
• Do you have to take any special measures to reduce the risk or control the
environment before or while working there?
• Do you 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? How are these assessments made?
• Who is responsible for the health and safety of people working there and
decides that it is safe to work?
If you do, you might want to think about:
• What is your subject area or specialisation?
• Who do you teach, develop or provide with academic support?
• Is anyone else involved in providing teaching, development or learning
support in this subject area?
• Who decides on the content of the activity?
• Who designs and develops the course content?
11 Pastoral Care and Welfare
• Who decides how the content is to be delivered?
This set of questions is about your responsibilities for the welfare and well
being of students and staff within the institution, in both informal and formal
situations. You may need to be aware of the support services available, give
supportive advice and guidance, refer others to someone better able to help
them or counsel others on specific issues.
• Who else within the institution is involved in teaching, training or learning
support in the area?
When considering what you are required to do, you may find it helpful to
think about:
• Did the other person come to you for help?
• What are the typical issues or problems?
• What did you do and how did you decide to do it?
• Are you able to refer the other person to anyone else for help?
• How do you assess the effectiveness of your teaching, training or support?
14 Knowledge and Experience
The final set of questions explores the relevant knowledge and experience
you are required to have to carry out your role. This may be having sufficient
experience to carry out your basic, day to day responsibilities, having a
breadth or depth of experience to act as a point of reference for others, or
acting as a leading authority. When considering the requirements of your role
(as against your own personal knowledge and experience) it may be helpful
to think about:
• Is there any guidance material to help you?
• What level of knowledge and experience would be required of your
replacement, were you to leave your role?
12 Team Development
• What knowledge and experience, however gained, do you need to carry
out your basic day to day responsibilities?
This set of questions covers the development of the skills and knowledge of
others in your work team. This may include the induction of new colleagues,
coaching and appraising other team members whom you supervise or
manage and giving guidance or advice to your peers or supervisor on specific
aspects of work.
You may find it helpful to think about:
• What are you instructing, coaching or guiding others to do?
• Who routinely comes to you for advice or guidance?
• How do you develop your knowledge and experience?
• How often do you need to update your knowledge and experience?
Are there any areas of your role that have not been explored by the
questions? If so, please make notes of these areas and discuss with the
analyst how best to make sure they are included in the assessment.
• How do you do this?
• Are there any materials to help you?
• Who identifies the learning needs of the team members and decides
whether any one individual should receive training or development?
Please send you notes through to the Role Analyst prior to your meeting,
along with any other information about your role, eg, your job description
and organisational structure chart, which you think will help the analyst
obtain a full and detailed picture of what you are required to do.
13
HERA Scoring
It is important to remember that it is your total HERA score which
determines your grading – not the points you score against individual
competencies. That score reflects the requirements of the role, not
the skills possessed by the role holder. Please read this guidance in
conjunction with your HERA profile and your interview or written record.
Questions
Your HERA profile is available from the HR Reward team.
The questions within each element increase with regards to the level of
complexity, skill or demand required, each question has between one
and six possible responses.
HERA Points Boundaries
The pay band you have been placed on is determined by how your HERA
score falls into the LSE specific HERA structure. To decide how the points
are aligned to the pay structure HR have undertaken a rigorous process
which involved looking at each individual role and how this fits into the
overall ‘rank order’ of roles throughout the School.
The HERA points boundaries used at the LSE are below:
HERA has 50 questions grouped under the 14 elements.
The elements each have between three and six questions and each
question is weighted.
In points terms, the steps between the questions and responses
are progressive.
Responses
There are four types of response table depending on the nature of the
questions:
• Single response tables – allow only one response to be allocated
Salary Band
Minimum HERA Score
Maximum HERA Score
Band 1
0
219
Band 2
220
249
Band 3
250
329
Band 4
330
414
Band 5
415
464
Band 6
465
539
Band 7
540
629
Band 8
630
684
Band 9
685
739
Band 10
740
1000
Thus, if your HERA score is 490 points you will be in Salary Band 6.
14
• Linear response tables – the questions are free standing and separate
responses allocated as appropriate to the evidence (one response
per question)
• Matrix response tables – two dimensions of demand interact and so each
question is treated separately and allocated an appropriate response
• Target response tables – the questions are linked and cumulative.
The questions identify the main focus of the role requirements.
Guidelines for Managers
To assist staff who are undertaking a HERA evaluation, whether it is in
the form of a HERA evidence based job description, written record or an
interview, please follow these guidelines:
• Please encourage your staff to carefully consider the most appropriate
route for them to take to undergo a HERA evaluation. Many staff
have found the full questionnaire time consuming and cumbersome,
therefore it is expected many will go down the route of completing
HERA evidence based job description. See ‘Options for HERA Review’
on page 5. The information provided will enable HR to undertake full
HERA evaluations and we hope most people will be confident this is
the most straightforward, accessible and inclusive route.
• Whatever route, please encourage your staff to speak to the HR
Reward team. Some members of staff have launched straight into
the completion of the written record without knowing about the
alternatives and without having any guidance or help. Managers can
also help staff during the process by responding to their questions; or
by pointing them in the direction of HR.
• The formal role of the manager is to confirm the written record or
interview notes as a correct assessment of the information given. You
may find that members of staff have not done themselves justice and
omitted to provide certain evidence. It is quite legitimate for you to assist
them by suggesting they include evidence that they have not provided.
• Issues of performance should be dealt with outside the HERA process.
A member of staff should not be asked to go through the HERA
process and subsequently be told by their managers that there are
deficiencies in their performance or approach.
• If the role holder chooses to complete the full questionnaire or be
interviewed, it is the responsibility of the individual member of staff to
complete a written record of evidence or to carry out preparation for an
interview. Managers should not complete written records for their staff;
this is clearly unfair to other staff who undertake the exercise themselves.
• When submitting the verified HERA record, you should also indicate
how the additional responsibilities came about. This should include
reference back to the Departmental/Service Development Plan and
how the additional responsibilities will therefore support the School’s
strategic aims.
• If the re-evaluation is successful the effective date will normally be
the month the documentation was submitted. It is not expected that
re-bandings will be backdated as additional duties should be recognised
in a timely fashion.
Appeals process
An appeals process is in place for those who disagree with the outcome of
the evaluation. Please see www.lse.ac.uk/HR/Awards for further details.
• On the other hand, occasionally it may be necessary for you as a
manager to indicate to a member of staff that an activity they describe
is not their responsibility or that they have a more limited role than
their evidence suggests.
15
Notes
16