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REVIEW OF THE HEAD OF SCHOOL & SCHOOL MANAGER ROLES Bob Farrelly Director Human Resources

REVIEW OF THE HEAD OF SCHOOL & SCHOOL MANAGER ROLES Bob Farrelly Director Human Resources Jenny Robertson Manager, HR Services & Employee Relations. BACKGROUND. University restructure 2001 – 2003 School Managers role was established as central part of this process

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REVIEW OF THE HEAD OF SCHOOL & SCHOOL MANAGER ROLES Bob Farrelly Director Human Resources

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  1. REVIEW OF THE HEAD OF SCHOOL & SCHOOL MANAGER ROLES Bob Farrelly Director Human Resources Jenny Robertson Manager, HR Services & Employee Relations

  2. BACKGROUND • University restructure 2001 – 2003 • School Managers role was established as central part of this process • Report highlighted to Executive that the Head of School positions also required review • Close working relationship between two roles appropriate to review concurrently

  3. PROPOSAL • An external consultant has been engaged to undertake this review. • The choice of an external consultant will : • Enhance independence of the process • Increase validity of outcomes • Ensure adequate time and resources are allocated to the task

  4. TERMS OF REFERENCE • The consultant will work to the following terms of reference • To explore the defining characteristics of Schools to create a complexity matrix • To investigate the likely impact of the introduction of a complexity matrix • To elicit suggestions from stakeholders on the elements of a flexible benefits package

  5. TERMS OF REFERENCE Cont. • To review the current selection processes (Heads) and make recommendations where necessary • To investigate the operational relationship between Heads of School and School Managers • To review the classifications of the School Managers using complexity matrix and classification descriptors • To review any other issues that may impact of these two roles

  6. PROCESS Two step process: • Collect documentation, such as: • Draft role statements for Heads of School • Administrative workloads reports • Existing job descriptions • Classification descriptors

  7. PROCESS • Engage in consultation with relevant staff • Focus groups • Individual interviews

  8. QUESTIONS? THANK YOU FOR YOUR TIME

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