Common use of Autonomy and Independence Clause in Contracts

Autonomy and Independence. 15.4.1 Autonomy and independence is the extent to which an employee is supervised and managed, or expected to work effectively without supervision or direction. 15.4.2 Definitions of autonomy and supervision received 15.4.2.1 close supervision: clear and detailed instructions are provided. Tasks are covered by standard procedures. Deviations from procedures or unfamiliar situations are referred to higher levels. Work is regularly checked. 15.4.2.2 routine supervision: direction is provided on the tasks to be undertaken with some latitude to rearrange sequences and discriminate between established methods. Guidance on the approach to standard circumstances is provided in procedures, guidance on the approach to non-standard circumstances is provided by a supervisor. Checking is selective rather than constant. 15.4.2.3 general direction: direction is provided on the assignments to be undertaken, with the employee determining the appropriate use of established methods, tasks and sequences. There is some scope to determine an approach in the absence of established procedures or detailed instructions, but guidance is readily available. Identification and application of skill and knowledge in some depth is required for most matters. When performance is checked, it is on assignment completion. 15.4.2.4 broad direction: direction is provided in terms of objectives which may require the planning of employees, time and material resources for their completion. Limited detailed guidance will be available and the development or modification of procedures by the employee may be required. Performance will be measured against objectives. 15.4.2.5 strategic direction: Self-directed, with new directions determined by self and exercising substantial autonomy for large or complex activities within the parameters of plans or policy. Some or significant input into School strategic planning or policy. Limited direction is provided from others, with a high degree of initiative, direction and capacity to programme their work, often where the employee will hold and apply significant skills or knowledge not held by those they report or are accountable to. Performance will usually be measured against strategic plans, policies, programmes and projects, and may also be measured through key performance indicators. 15.4.2.6 regulatory direction: professional occupational standards or regulatory requirements require particular occupational groups to fulfil their professional responsibilities independently, or in addition to, organisational directives or policies. For example, registered nurses and accountants are required to fulfil requirements of their registration or ethically acceptable practices of their professional membership. 15.4.3 ‘Scope of impact’ recognises the scope of responsibility in an organisational sense, and as part of this, the influence, impact, control or level of direction of the position over organisational operations. This includes the knowledge of and interaction with or influence over the organisation, its structure, functions and policies, and the purposes to which that organisational knowledge may be put or the extent to which it is exercised organisationally. 15.4.4 This dimension may be measured according to one of the following levels: 15.4.4.1 Impact on own work only. 15.4.4.2 Impact on small number of employees. 15.4.4.3 Impact on sub-school or a significant number of employees. 15.4.4.4 Impact on whole-of-school. 15.4.5 It is important to identify the level of responsibility, decision making, judgement and direction of others exercised in the ‘Scope of impact’ dimension. For example, a person may perform tasks across the whole school, but they are not responsible for the whole-school impact. In this example, each task should be assessed, and if each task (or the majority of tasks) has impact only on a small number of employees, then this position would be assessed as having “impact on a small number of employees”. Similarly, tasks may be performed for the whole school, but require no or little levels of responsibility, decision making, judgement and direction of others. Some support employees request work from or give direction to, or require cooperation from a significant number of employees. In these cases, these employees would be said to have impact on “a significant number of employees” if this work is a regular feature of their responsibilities. In contrast, an employee who performs several tasks, and each task impacts (i.e. influences, controls or directs) across the whole school could be said to have “whole of school” impact.