| PROFESSIONAL (EXEMPT) | LEVEL | PROFESSIONAL | INTERMEDIATE PROFESSIONAL | ADVANCED PROFESSIONAL | SENIOR PROFESSIONAL | PRINCIPAL PROFESSIONAL | ||||
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| SUMMARY | Demonstrate foundational knowledge of routine tasks. Adhere to standard principles and practices. Operate under direct and frequent supervision, following established procedures with detailed instructions. Engage as a team member, actively contributing to the achievement of team objectives. Communicate information clearly. | Exhibit the capability to execute intermediate tasks within specified skill areas. Display intermediate understanding of internal procedures. Operate under general supervision, handling assignments that may be diverse and occasionally challenging. Contribute to team decisions and fulfill team responsibilities. Clearly and accurately interpret and communicate information. Demonstrate intermediate problem-solving abilities. | Exhibit proficient and comprehensive expertise in defined skill areas and applications. Utilize knowledge of principles, practices, and procedures within a specific field to inform decision-making and problem-solving. Operate with minimal supervision on diverse and occasionally challenging assignments, consulting with supervisors or subject matter experts on exceptional issues. Potentially lead individuals or teams in executing complex tasks. Clearly, accurately, and persuasively interpret and communicate information. Investigate and experiment with new methodologies when addressing difficult or novel problems. | Exhibit comprehensive expertise in the principles, practices, and procedures of a specific domain. Operate autonomously on moderately complex assignments with minimal supervision, regularly reviewing progress and assessing outcomes. Oversee work and projects to ensure adherence to timelines, quality standards, and efficiency benchmarks. Identify and deploy resources effectively to achieve desired results. Train colleagues and provide progress updates to management. Communicate ideas, concepts, and instructions clearly and persuasively. Innovate by developing new techniques, concepts, and approaches, applying them to moderately complex strategic and operational challenges. | Exhibit mastery in defined skill areas, applications, principles, theories, and practices. Assess and improve existing methodologies. Identify emerging trends within areas of expertise. Operate independently on complex or strategic assignments. Direct and delegate tasks effectively. Implement strategies to ensure the successful achievement of initiatives. Prepare and deliver written and verbal presentations or proposals on complex issues to diverse audiences. Identify and implement innovative solutions to significant, highly complex strategic and operational challenges. | |||
| 2 | OVERVIEW | Demonstrate professional knowledge and expertise. Handle assignments, projects, and programs that are straightforward in scope with minimal complexity. | Demonstrate solid professional knowledge and expertise. Manage assignments, projects, and programs of limited scope and complexity, making decisions within specific guidelines. | Demonstrate comprehensive professional knowledge and expertise. Handle assignments, projects, and programs of moderate scope or complexity, making decisions within broad functional or departmental guidelines. | Demonstrate advanced professional knowledge and expertise. Manage assignments, projects, and programs of considerable scope and complexity, making decisions under conditions of uncertainty. Lead a small team in supporting and managing daily activities, without direct accountability for employee performance and development. | Demonstrate expert professional knowledge. Handle assignments, projects, and programs of significant scope and complexity, necessitating the creation of advanced concepts, techniques, standards, and applications. Make decisions that may set precedents for future actions, impacting the entire school, college, or institute. Lead a small team in supporting and managing daily activities, without direct accountability for employee performance and development. | ||||
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| LEVEL | PROFESSIONAL | INTERMEDIATE PROFESSIONAL | ADVANCED PROFESSIONAL | SENIOR PROFESSIONAL | PRINCIPAL PROFESSIONAL | |||
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| Professional Responsibility | Typically support a professional field within a team, function, or team dynamic. | Typically support and contributes to a professional field within a team, function, or team dynamic. | Typically contribute to an advanced area of work within a professional field with school, college, and/or department/unit impact. | Typically responsible for an advanced area of work within a professional field with school, college, and/or department/unit impact. | Typically responsible for a specialized area of work within a professional field that influences the future course of the school, college, department/unit or Institute. | |||
| 6 | Operating Responsibility | n/a | May have responsibility for tracking at the function or team level. | May administer and coordinate at the functional or school, college, and/or department/unit level. | May have responsibility for developing forecasts and managing processes at the school, college, and/or department/unit level. | Approval at the school, college, department/unit or Institute level. | ||||
| 7 | Direct Supervisory Responsibility | n/a | n/a | n/a | May have responsibility to lead a team project or process. | May have responsibility to lead a team project or process. | ||||
| 8 | Fiscal Responsibility & Impact | n/a | n/a | May have fiscal approval authority. | May have fiscal approval authority. | Typically has fiscal approval authority. | ||||
| 9 | Strategic Planning & Decision Making | Participate as a team member for development. | Contribute as a team member; for example, monitoring the timeliness and accuracy of operations. | Assist in planning and developing. | May lead the planning and development. | Accountable for the oversight of a school/college or sub- organization/function, with few or no direct reports and limited management oversight. | ||||
| 10 | Impact of erroneous decisions or failure to achieve results | Does not have widespread impact on the school, college and/or function. | Have minimal impact on the school, college or function. | Could have a moderate impact on the school, college or function. | Could seriously impact school, college, and/or department/unit administration. | Could seriously impact Institute administration. | ||||
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| Level of Autonomy | Nature of work is guided | Nature of work is guided. | Nature of work is independent. | Nature of work is independent and collaborative. | Operate with substantial latitude for unreviewed action or decision making. | |||
| 13 | Review of Work | Nature of work will require regular process checks or review of output by a senior peer, lead, or direct supervisor. | The nature of the work is guided but has some autonomy within the scope of work, typically may require review by a senior peer, lead, or direct supervisor. | The nature of the work is less guided and more independent with more autonomy within the scope of work, may require review by a senior peer, lead, or direct supervisor. | Work with minimal supervision on advanced level work assignments, conferring with senior-level peers and/or supervisor on unusual matters. May review the work of lower-level peers to verify accuracy, quality, and conformance to required procedures. | Typically will work independently on highly complex and mastery-level assignments. May confer with upper-level management on unusual matters. May review the work of others to verify accuracy, quality, and conformance to required procedures. | ||||
| 14 | Exercising Judgement | Exercise judgment within established procedures and protocols. | Exercise independent judgment within established procedures and protocols, typically communicating issues and progress on a weekly basis. | Exercise independent judgment in determining how work is performed, with the possibility of communicating issues and progress on a weekly basis. | Exercise independent judgment in determining how to achieve expected final results, typically communicating issues and progress on a monthly basis. | Exercise independent judgment in determining priorities based on general direction and in determining methods or procedures on new or special assignments; typically communicates issues and progress on a quarterly basis. | ||||
| 15 | Exception Authority | n/a | n/a | May recommend exceptions to policy and procedure. | Recommend exceptions to practices that still align with policy and procedure. | Has moderate authority to make exceptions to practices that still align with policy and procedure. Decisions are subject to frequent in-process review. | ||||
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| Confidential Data & Information | May work with confidential data of major importance where disclosure may have an adverse impact, both internally and externally. Access to systems with confidential data and information may be granted with direct supervisor and other Institute data stewards' approval. | May work with confidential data of major importance where disclosure may have an adverse impact both internally and externally. Access to systems with confidential data and information may be granted with direct supervisor and other Institute data stewards' approval. | May have access to systems with confidential data and information for school, college, and/or department/unit, with direct supervisor and other Institute data stewards' approval. | May have access to systems with confidential data and information for school, college, and/or department/unit, with direct supervisor and other Institute data stewards' approval. | May have access to systems with confidential data and information for school, college, and/or department/unit, with direct supervisor and other Institute data stewards' approval. | |||
| 18 | Financial Transactional Duties | May handle routine financial transactions. | May handle routine financial transactions. | May have access to systems, transactional approval, and the autonomy to edit/audit transactions on behalf of school, college, and/or department/unit. | May have access to systems, transactional approval, and the autonomy to edit/audit transactions on behalf of school, college, and/or department/unit. | May have access to systems, transactional approval, and the autonomy to edit/audit transactions on behalf of school, college, and/or department/unit. | ||||
| 19 | Departmental Budget Impact | May support in monitoring or tracking budgets for specific area and/or grant(s) as needed. | May support in monitoring or tracking budgets for specific area and/or grant(s) as needed. | May monitor/track budgets for specific area and/or grant(s). | May monitor/track budgets for specific area and/or grant(s). | May monitor/track budgets for specific areas and/or grant(s). May have signature authority. | ||||
| 20 | Resources (Human, Facilities, Etc.) | n/a | n/a | Has the authority to allocate resources on behalf of school, college, and/or department/unit. | Has the authority to allocate resources on behalf of school, college, and/or department/unit. | Has the authority to allocate resources on behalf of school, college, and/or department/unit. | ||||
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| Professional Knowledge Level | Knowledge of professional principles and skills and Institute policies, practices, and procedures. | Establish knowledge of professional principles and skills and Institute policies, practices, and procedures. | Comprehensive knowledge of principles and practices of a particular field of specialization and Institute policies, practices, and procedures. | Advance knowledge of principles and practices of a particular field of specialization and Institute policies, practices, and procedures. | A recognized expert in at least one technical area, business principle, or Institute practices or procedures. | |||
| 23 | Knowledge Application | Develop knowledge of fundamental concepts, practices, and procedures. | Apply knowledge of fundamental concepts, practices, and procedures. | Apply acquired skills to complete moderately complex assignments or significantly contribute to projects or manage programs. | Apply in-depth professional, technical, or industry knowledge to manage significantly complex assignments/projects/programs. | Apply specialized professional, technical, or industry knowledge to make a significant contribution to the development of advanced concepts, techniques, standards, and applications/programs. | ||||
| 24 | Performance of Tasks (Practical Application) | Perform all of the standard and technical aspects of the job. | Perform all of the standard and technical aspects of the job. | Perform all of the standard and technical aspects of the job. | Perform all of the standard and technical aspects of the job. | Perform all of the standard and technical aspects of the job. | ||||
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| Level of Complexity (Types of Problems) | Review data to identify missing/incomplete information and inconsistencies/anomalies in routine research/data. | Review data to identify and resolve missing/incomplete information, inconsistencies/anomalies in routine research/data. | Interpret, monitor, and analyze data to resolve inconsistencies in non-routine research/data. | Troubleshoot and resolve a wide range of issues or complex problems creatively. | Ensure solutions are consistent with organizational objectives, balancing multiple perspectives and future implications. | |||
| 27 | Interpretation & Analysis of Information | Rely on prior practices to interpret information within standard operating policies and procedures. | Process and interpret information within standard operating policies and procedures. | Process and interprets moderately complex and/or less clearly-defined issues. | Use analytical or problem-solving techniques to understand complex issues. | Apply conceptual thinking to understand unique and sensitive challenges and their implications. | ||||
| 28 | Problem Identification & Resolution | Identify and resolve clearly-defined problems, and escalates more advanced problems. | Identify and resolve clearly-defined problems and seeks assistance in resolving more advanced problems. | Identify problems and possible solutions for moderately complex situations; takes appropriate action to resolve by applying standard organizational practices | Identify key barriers/core problems, and applies advanced knowledge to deal creatively with complex situations. | Evaluate and develop creative solutions to issues without prior precedent, usually based on limited information. | ||||
| 29 | Decision making authority (to address problems) | Make decisions within specific guidelines on matters of basic complexity and impact. | Make decisions within specific guidelines. | Make decisions within broad functional or department guidelines. | Make decisions under conditions of uncertainty, sometimes with incomplete information, that produce effective results. | Make decisions that may serve as precedent for future decisions, affecting the school, college, and/or department/unit. | ||||
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| Communication Needed & Stakeholder Types | Typically communicate internally within working unit. | Communicate internally within the working school, college, department/unit and/or the Institute. | Communicate internally within the working school, college, department/unit and externally with partners throughout the Institute. | Communicate internally within the working school, college, department/unit and the Institute; communicates with external audiences for scheduling/coordination. Consistently communicate with school, college, department/unit leadership and possibly executive leadership. | Communicate internally within the working school, college, department/unit and the Institute; communicate with external audiences for scheduling and/or coordination. Consistently communicate with school, college, department/unit leadership and possibly executive leadership. | |||
| 32 | Communication Responsibilities | Clearly communicate information, ideas, or instructions verbally and in writing. | Interpret and communicate information, ideas, and instructions clearly and accurately, both verbally and in written materials intended for distribution. | Interpret and communicate information, ideas, and instructions accurately and persuasively, both verbally and in written materials intended for distribution within a school, college, and/or department/unit. | May communicate with written and/or verbal presentations or proposals on complex issues for school, college, and/or department/unit leadership. | Consistently prepare written and/or verbal presentations or proposals on complex issues and delivers to various Institute audiences. | ||||
| 33 | Collaboration & Teamwork | Collaborate closely with team members within school, college, and/or department/unit. | Collaborates closely with team members within school, college, and/or department/unit. | Promote open communication in a manner that builds relationships among team members within school, college, and/or department/unit. | Collaborate closely with team members and executive leaders within school, college, and/or department/unit. | Collaborate closely with team members and executive leaders across the Institute. | ||||
| 34 | Conflict Management | n/a | n/a | Apply appropriate strategies for managing conflict; negotiates reasonable compromises; proposes and evaluates possible solutions. | Identify root causes and support others in using appropriate strategies for resolving and proposing possible solutions. Encourage collaboration and teamwork to prevent future conflict. Persuade managers and employees to accept and implement findings and recommendations. | Develop and sustain networks to ensure effective communication across units. Employ suitable strategies to resolve conflicts, negotiate fair compromises, and propose and assess potential solutions. Provide honest and constructive feedback to guide and persuade managers and employees to embrace and implement changes. | ||||
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| Relationships (How this position interacts with peers, colleagues, and others throughout the Institute) | Expect to interact in a professional and responsive manner. | Effectively build rapport with various people, and is responsive to their needs. | Initiate relationships within the employee's specific school, college, department/unit and the larger organization. | Build rapport with internal and external groups that involve cooperation for specific situations or projects to successfully complete those tasks. | Cultivate strategic business relationships for collaboration within the school, college, department/unit and across the Institute. | |||
| 37 | Scope of supervision | Does not generally provide guidance and direction. | May provide guidance and direction to lower-level staff or student assistants. | May provide guidance and direction and/or training to lower-level staff, professional peer staff, or student assistants. | May provide guidance and direction and/or training to lower level staff, professional peer staff, or student assistants. | May provide guidance/direction/training to lower-level staff, professional peer staff, or student assistants. | ||||
| 38 | Development and Engagement | Responsible for self-development. | Responsible for self-development. | Responsible for self-development. | Responsible for self-development. | Responsible for self-development. | ||||
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| Experience | No prior relevant work experience required | 2+ years of relevant experience | 4+ years of relevant experience | 6+ years of relevant experience | 8+ years of relevant experience | |||
| 41 | Education | Required - Associate degree in related discipline or equivalent, related experience Preferred - Bachelor's degree in related discipline or equivalent, related experience Advanced certification may be preferred or required | Required - Associate degree in related discipline or equivalent, related experience Preferred - Bachelor's degree in related discipline or equivalent, related experience Advanced certification may be preferred or required | Required - Bachelor's degree in related discipline or equivalent, related experience Preferred - Master's degree in related discipline or equivalent, related experience Advanced certification may be preferred or required | Required - Bachelor's degree in related discipline or equivalent, related experience Preferred - Master's degree in related discipline or equivalent, related experience Advanced certification may be preferred or required | Required - Bachelor's degree in related discipline or equivalent, related experience Preferred - Master's degree in related discipline or equivalent, related experience Advanced certification may be preferred or required | ||||