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Pre-recruitment

Position descriptions

The position description is an accurate, concise description of the organisational location, primary objectives and key responsibilities of the position and the key skills, knowledge, experience and other attributes required to perform effectively in the position. It is advisable prior to advertising a vacancy of an existing position that the supervisor reviews the position description to ensure that it reflects the duties and skills required for the vacancy. The supervisor may wish to involve the selection committee in this process.

When developing the position description, the supervisor may need to consider whether the position requires a police records check in accordance with the Police Records Check Policy and Procedures. If a staff member is appointed or promoted to a 'specified position' a police records check is required.

Specified positions are those which require a person as an inherent part of their employment:

  • To deal directly with minors who are 16 years of age or under;
  • To deal directly with minors who are 17 years of age on a regular basis without other adults present;
  • To have a financial delegation of more than $100,000;
  • To deal regularly with significant amounts of cash and the Dean/Divisional Director (or nominee) determines that this position requires the consideration of any police record before approving the appointment.

If a police record is required, the following wording must be included in the position description and the advertisement text:

“Making a job offer or appointment to a position may be subject to a satisfactory police records check as provided for under the Monash University Police Records Check Policy & Procedures.”

Academic staff

Position descriptions/duty statements for academic staff should be developed in line with the university's Categories of employment of Academic and Honorary appointments.

General staff

Information on developing position descriptions for general staff is available on the classifications website.

In the case of general staff positions, if the role is new or has changed significantly, it is necessary for the position description to be submitted for classification before advertising. Information on the classification process is available on the classifications website.

Selection criteria

The selection criteria specify the qualifications, knowledge, experience and demonstrated abilities required to perform the duties and responsibilities of the position. Basically, they summarise and describe the characteristics of the ideal candidate.

Selection criteria purposes

It is critical that the selection criteria are clear and precise because they:

  • provide a structure for the selection process
  • are an objective, common 'test' used by selection committees to rate applicants
  • assist applicants in developing their application
  • are made available to referees for use in framing their verbal or written reports
  • provide a standard basis for the provision of feedback to applicants

When developing selection criteria, the 'essential' and 'desirable' criteria approach is frequently used. The criteria considered 'essential' to the performance of the job are to be used as the minimum assessment when determining an applicant's suitability for appointment to the position. 'Desirable' criteria can be regarded as additional attributes that applicants might bring to the position.

Applicants who meet all the 'essential' criteria may not necessarily be appointable. Consideration should also be given to the 'desirable' criteria and referee reports in assessing whether candidates who meet the essential criteria are appointable to the position.

Developing selection criteria

It is important to note the following when developing effective selection criteria:

  • Selection criteria describe the knowledge and abilities required for satisfactory performance in a position and should therefore be completely consistent with the position description.
  • Selection criteria should not be discriminatory and should be consistent with the principles articulated in the University's Guidelines for Ensuring Equal Opportunity in Selection of Staff.
  • Avoid overstating essential criteria, as indirect discrimination can occur when unnecessary selection criteria are set. Too many essential requirements may also have the effect of excluding applicants with valuable potential.
  • Selection criteria for staff in supervisory positions should include a demonstrated commitment to equal opportunity.
  • Selection criteria should be practical and verifiable.
  • Selection criteria should not be changed between the time of advertising and the time of appointment. If the position and selection criteria change, a new selection process should be initiated.

Selection criteria for academic or general staff positions

Selection criteria for academic or general staff positions at all levels may include the following:

  • required qualifications
  • relevant previous experience and demonstrated competence
  • areas of specialised knowledge
  • administrative or managerial abilities, for example in the areas of planning, staff supervision, decision making, problem solving, communication skills, organisational abilities
  • demonstrated attention to detail, interpersonal skills, ability to work autonomously or in a team
  • technical skills necessary for the position

In addition, for supervisory positions, selection criteria may also include:

  • demonstrated leadership capacity
  • a demonstrated commitment to and/or understanding of equal opportunity principles and occupational health and safety issues

Selection criteria specifically for academic staff positions

In addition to the selection criteria for academic and general staff positions, selection criteria for academic positions specifically may refer to:

  • field(s) of teaching or research experience required
  • breadth of specialisation or scholarship
  • skills or experience required, such as innovative teaching practice, ability to act as a role model for students, ability to relate to students, ability to contribute to the intellectual life of the unit
  • community involvement
  • demonstration of research success such as publications, reports and conference papers