Role Profile – Grade 5 ARE Researcher 1B

Job Title: Researcher 1B Generic Post Title: Researcher 1B

Reporting to: Research Supervisor School/ School of Engineering and Built Department: Environment Job Family: Academic, Research Enterprise Grade: 5

Main Purpose To contribute to the research and development of condition monitoring instrumentation for the of the Role: power generation industry based on software defined radio (SDR) techniques. Quickly transitioning from simulation to real working prototypes using live signals and waveforms Summary of Examples of role specific activity include: Activity: Undertaking the development and verification of digital signal processing (DSP) algorithms applicable to SDR techniques. Perform analysis and simulations with programming languages such as Matlab, C/C++, Java of software defined radio designs. Undertaking the software and hardware coding, design validation and benchmarking of the DSP algorithms on a suitable processing platform. Assisting in the integration of the processing hardware and SDR algorithms into an instrumentation platform. Collaborating with the project team and experienced company engineers to optimize the user interface and user experience. Providing support to incorporate on site measurements to benchmark performance and perform system design validation. In collaboration with the project team, ensure that knowledge transfer is delivered between the collaborating company. Prepare technical literature and the relevant project documentation to support the migration from proof of concept to commercial implementation and to promote the technique and online operation instructions. Examples of generic activity include:  Contribute to the development of research design.  Contribute to the generation of original ideas based on outcomes.  Conduct literature and database searches.  Continually update knowledge in area of specialism.  Prepare reports and present findings to lead researcher and internal colleagues.  Assist in the production of papers and presentations for committees and conferences.  Attend and contribute to relevant meetings.  Liaise and network internally and externally to exchange information for effective working with research partners.  Plan personal day to day work profile to achieve the outcomes of the specified research project/projects.  Participate in the work of the research team.  Use research resources efficiently and effectively to achieve outcomes.  Plan, prioritise and organise own workload and be involved in planning and organising research projects and events  Solve day-to-day problems as they arise on a routine basis and recognise when a problem should be referred to others.  Demonstrate care and sensitivity towards the needs of staff and students.

Grade 5 Researcher 1B Page 1 of 6 Academic, Research Enterprise  Demonstrate awareness of risks in the work environment and potential impact on self and others.  Balance competing work priorities.  Support the contribution of the research area to the development of learning and teaching within the department.  Responsible for co-operating and complying with University and Local Health and Safety regulations, standards and processes.  Any other tasks appropriate to the post and in line with School/Department business needs.

Person Specification Criteria Essential Desirable Evidence Education, MSc/MEng in a strong Engineering or PhD Qualifications Certificate. Qualifications Science discipline or minimum Substantial practical/laboratory & Training BSc/BEng 2:1 honours degree Personal skills audit and experience from degree programme enhanced with appropriate work Personal Development or from work experience. Portfolio. experience.

Skills, High level of technical skill and broad Candidates should demonstrate Application form. Knowledge & technical knowledge relevant to the competence in one or more of the Competencies post, demonstrating the capability to following: Dissertations. work across a diversity of technical Relevant industrial or academic References. areas. experience with software defined radios or similar technologies Interview. Experience with object-oriented software design and modern object- Specific knowledge and experience Presentation to oriented languages including C++. of analytical methods and the University application of mathematical scripting representatives. Must be comfortable developing in a tools such as Matlab. Linux environment and have Personal development experience developing Experience with board level digital portfolio and skills audit. multithreaded applications. design using microprocessors, DSPs, and/or FPGAs, RF or mixed signal Familiarity with design Configuration design knowledge. Management and Quality Control Design experience with Signal Processes is desired. Processing, DSP design, and Training and experience of algorithmic code development and qualitative research methods and the integration of DSP functions to analysis digital hardware, e.g Xilinx System- on-a-Chip FPGAs or DSP processors. Excellent organisational and Experience with embedded software interpersonal skills. design and device driver development. Ability to work under pressure and meet deadlines. Experience with interfacing with database management systems such Ability to work as part of a small as MYSQL. Python, GUI Role Profile – Grade 5 ARE Researcher 1B

multi-skilled, multi-faceted team – a development. self-starter, highly motivated and willing to take the project lead.

Excellent communicator having well developed negotiating skills and ability to interpret and present complex ideas in an easily understood format requiring a GCSE in English or equivalent (e.g. International English Qualification IELTS score 6.5 or TOEIC score 600) A high degree of IT literacy and numeracy with comprehensive knowledge and experience to apply mathematical and computer-based techniques.

Other Personable, enthusiastic and able to Interview engage others in development work.

Personal initiative, attention to detail, broad minded, tenacious and ability to problem solve creatively.

Grade 5 Researcher 1B Page 3 of 6 Academic, Research Enterprise Generic HERA Activity – Grade 5 ARE Researcher 1B

1 Communication This element includes communication through written/electronic/visual/verbal means, and in both informal/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.

Required to clarify matters of a non-routine nature, to use language over and above that is found in every day conversation and will be expected to place the contents in a logical order, choose an appropriate method of delivery and employ techniques to ensure understanding and may be required to convey and understand communication of a complex or conceptual nature.

2 Teamwork and Motivation

This element includes team work and team leadership when working in both internal and external teams. 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.

Required to offer mutual support to colleagues in a team where the members are all pulling together. This may be in a self directed or leaderless team, or in a team with a remote leader. For example a member of staff who as part of a team is expected to act as a role model to less experienced colleagues and supports their work as required.

3 Liaison and Networking

This element includes liaising with others both within and outside the institution and creating networks of useful contacts. This may include passing on information promptly to colleagues, ensuring mutual exchange of information, influencing developments through one’s contacts and building an external reputation.

Liaison and networking for the purpose of the exchanging of information for effective working and occasionally required to participate in groups or networks outside their immediate work team.

4 Service Delivery

This element includes 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.

Responds to requests for information, provides answers to questions regularly posed, drawing upon pre- prepared materials for the answers, responds to breakdowns, system or mechanical failures or predictable requests for help.

1. 5 Decision Making Processes and Outcomes

This element includes 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.

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Independent decision making that affects only the individual or immediate colleagues and can be undone quickly with little implication, collaborative decision making between individual and manager around work matters and informing others decision making by making recommendations around development of research projects or operational options.

2. 6 Planning and Organising Resources

This element includes 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.

Expected to decide own pattern of work and select the order in which tasks are completed, ensuring the required output is achieved.

3. 7 Initiative and Problem Solving

This element includes 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.

Expected to use judgement to resolve problems that are predictable but occur less frequently.

4. 8 Analysis and Research

This element includes 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.

Required to decide how to conduct the investigation as well as analyse and interpret the results.

5. 9 Sensory and Physical Demands

This element includes 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.

Will need skills obtained through practice over a period of time or during practical training. Care, precision and accuracy will be normally expected.

6. 10 Work Environment

This element includes 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.

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Based in the sort of working environment that has little impact on the way in which the work is performed and presents a low level of risk and may undertake regular activity for which using standard protective clothing or safety equipment, and following standard procedures is required.

7. 11 Pastoral Care and Welfare

This element includes 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.

May be required to show sensitivity to and consideration of other people's needs or feelings which may include dealing with signs of obvious distress. 8. 9. 12 Team Development

This element includes 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.

Could be responsible for providing training or instruction to other members of the work team on a regular basis.

10.13 Teaching and Learning Support

This element includes 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.

N/A

11.14 Knowledge and Experience

This element includes 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.

Required to possess specialist or professional knowledge of general principles, expected to engage in appropriate professional activities to keep his or her knowledge base and skills up to date and to develop them further.

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